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How Technology Use Extends the Boundaries of the Literacy Environment and the Literacy Teacher Carolyn B. Gwinn & Susan Watts Taffe Educational Researchers.

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Presentation on theme: "How Technology Use Extends the Boundaries of the Literacy Environment and the Literacy Teacher Carolyn B. Gwinn & Susan Watts Taffe Educational Researchers."— Presentation transcript:

1 How Technology Use Extends the Boundaries of the Literacy Environment and the Literacy Teacher Carolyn B. Gwinn & Susan Watts Taffe Educational Researchers and Consultants International Reading Association Preconference Institute May 13, 2007

2 Presentation Overview Purpose of Session Characteristics of the Learning Environment Instructional Cycle in Action: Examples from the Classroom Reflection and Sharing Teacher Characteristics Closing Thoughts

3 Characteristics of the Learning Environment Promoting Learning to Learn Critical Thinking Differentiation of Instruction Attention to Social Interaction and Collaboration Equity of Access to Technology Multifaceted Preparation for Instruction Coupled with Flexibility and Responsiveness

4 Instructional Cycle in Action: Examples from the Classroom Primary Grade Students Make Connections: Reader Response Intermediate Grade Students Make Connections: Synthesizing Across Texts

5 Primary Grade Students Make Connections

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7 My dream is to be a major league baseball player when I grow up.

8 Learning Objectives Respond to Wake Up, World! A Day in the Life of Children Around the World with an emphasis on dreams for today and tomorrow. Use KidPix, presentation software, to develop a class slide show. Recognize similarities and differences between themselves and other children from around the world.

9 Planning Determining learning objectives Selecting literature Collaborating with technology specialist to select software and design learning opportunities Refining objectives and instructional plans Confirming availability of the computer lab and software

10 Sample of Criteria for Software Selection Holds students’ interest Clear, concise, and easy to follow instructions Fosters interaction and cooperative activities Accommodates differing abilities From Wepner, S. B., & Ray, L. C. (2000). Using Technology for Reading Development. In S. B. Wepner, W.J. Valmont, & R. Thurlow, (Eds.), Linking Literacy and Technology: A Guide for K-8 Classrooms (pp ). Newark, DE: International Reading Association.

11 Teaching Wake Up, World! A Day in the Life of Children Around the World is read and introduced Development of a slide is modeled with an accompanying think aloud Guidelines for collaboration are determined Slides are created portraying dreams Slides submitted to class slideshow

12 Teaching: Think Aloud

13 Teaching: Guided Practice

14 Student Assessment Performance Task: In response to Wake Up World! A Day in the Life of Children Around the World, create a slide using KidPix, which includes text and supporting graphics. ExpectationMarking 1: Least evident 4: Most evident Meaningful Text Supporting Graphics Complexity of Final Project Process of Project Completion

15 Intermediate Grade Students Make Connections

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18 Learning Objectives Gather and synthesize information from print and online sources Communicate knowledge gained to others Enhance awareness of the world outside of North America

19 Planning Searching for and selecting print resources for students Searching for and selecting online resources for students Refining objectives and plans for instruction Creating learning guides Creating teaching plan

20 Reviewing Websites WebsitePossibilities http: Projects that are already set up that allow Ss to see the way other children live (e.g., homeless in our own country) United Nations CyberschoolbusAllows kids to select a country and get great information quickly---Country at a Glance. Seems appropriate for Ss. This is one of the sites I will bookmark for kids. Telecollaborate! (ePals)I have registered with ePals, thinking this can be incorporated into the project.

21 Designing Learning Opportunities 1/13:Going through sites that I checked off in the Leu book. Constant decision making as I type in the keyword (I am no longer typing in URLs as I have discovered that so many have changed anyway), then decide from everything that pops up which site to go to, then navigate within the site, all the while thinking about how much longer to continue on one site before giving up on it as one that might fit my purpose. Getting a vague picture of what I want students to experience in this unit. 1/17:Margie is pulling books that my students can use during library time. I am trying to make sure that students will have good print sources as well as online sources for their research. I am still trying to figure out how I want to group students for this project. 1/23:My start date for this unit is February 5, so I need to get a handle on the logistics. I have decided against using e-Pals, although I would love to use it in the future---maybe as a follow-up to this unit, students can find an e-Pal in the region they chose to study. For now, the focus remains on reading to learn and synthesizing information across sources. I am thinking that students will work in groups of Excerpt from Paula’s Anecdotal Log

22 Designing Learning Opportunities 1/24:I am working on the Evaluation Rubric for this project... Since they [the students] have gone through this [research] process before, I think the big focus for this unit will be on synthesizing across various types of texts and interpreting web-based text. My students will definitely need support on this and I need to figure out how to model and give them practice opportunities... I am also thinking about Luka and Noah, as well as my struggling readers and trying to figure out how they will be integrally involved in this project AND supported throughout. I have scheduled some time with Becky and Lydia and I am hopeful that they can help me out with some ideas and classroom support. 1/25:How will all of the groups access all of the resources? I am working on a rotation system to allow each group to have computer time, classroom library time, and school library time and to cycle through these “research centers” at least 2 times during the course of the project. I envision students working together to determine the categories of information they will search for and then each individual in the group taking a category and coming back to the group with the results... -Excerpt from Paula’s Anecdotal Log

23 Teaching

24 Read Aloud: If the World Were a Village Introduce Resource Stations Librarian’s Lesson: Researching Countries Paula’s Lessons: Online Research Research Status Reports: Product & Process Paula’s Lessons: Synthesizing Information

25 Teaching Paula’s Lessons: Report Writing Research Report Writing Conferences Paula’s Refresher: PowerPoint Presentation: Preparation, Practice, & Publication

26 Reflection and Sharing Select the classroom example that best aligns with your work with learners in the areas of literacy and technology Respond to the following on the index card: 1. Describe insights gained as a result of learning about literacy- technology integration in the selected classroom. 2. How might these insights be applied to your work with learners? Beyond? 3. What are your first steps in applying insights to your work? After responding, share your insights with someone near you

27 Teacher Characteristics Attributes Decision Makers Confident Vision Attitudes Technology Can All Students Can Actions Communicate & Collaborate Explore Persist

28 What’s on your mind?

29 Contact Information Carolyn B. Gwinn Susan Watts Taffe


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