1. Dr. Helen R. Abadiano Chair, Department of Reading Language Arts Central Connecticut State University Dr. Catherine Kurkjian Professor Department of Reading and Language Arts Central Connecticut State University Kinga Decsy, M.Ed Sixth Year Student Department of Reading and Language Arts Central Connecticut State University Wednesday August 9, 2006, 9:00-10:30 AM Room 0.81

2. Rationale: Why Classroom Teachers? Objectives 1.To provide an overview of how technology is infused in one graduate program across a sequence of courses specific to reading and language arts. 2. To provide a vision to teachers and teacher educators as to how technology can transform instruction in ways that support and enhance research-based strategies and methods frameworks for effective literacy instruction. 3. To encourage integration of technology in classrooms in a way that is integral to the ongoing literacy curriculum.

3. Bringing Faculty and Students On Board in Using Technology: An Administrator’s Perspective Department Overview Department Website Encouraging ownership among faculty (celebrating faculty news, and inviting faculty input for content, linking to faculty websites) Making Internet accessible and feasible to use (student helpers and faculty access, technology support) Posting student publications Literacy Looking Glass Posting resources for faculty and students (forms, announcements, course descriptions, downloadable course portfolio template Department of Reading and Language Arts

4. Bringing Teachers On Board in Using Technology: A Professor’s Perspective Resources Online syllabi Online syllabi as living documents, links, downloadable notes, templates for assignments, streaming videosstreaming videos Communication/Discussion Tools Internet CaféInternet Café (Discussion Board) Blogs In-Class Teaching Tools Use of Internet (writing on the Internet), PowerPoint in small group work,, Lesson Frameworks: WebquestsWebquests Cyberlessons Cyberlesson for Graduate Students Mississippi TrialMississippi Trial WebQuest for Graduate Students WebquestsWebquests Assignments Webquests, Cyberlessons,(to use in their own classes, and as a teacher leader with colleagues. Units integral to their curriculum, Internet ProjectInternet Project

5. Bringing Students On Board in Using Technology: A Classroom Teacher’s Perspective Graduate Program Assignments and Classroom Applications Cyberlessons & WebQuests *WebQuest for Kindergarten StudentsStudents *Cyberlesson for Grade 1-2 StudentsStudents *WebQuest for ColleaguesColleagues Electronic Genre Study Children’s Literature and Content Area Website Activity

6. Building Blocks of a Web Quest http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm Sample WebQuest on Aesop's Fables http://coe.nevada.edu/jbanales/webquest/http://coe.nevada.edu/jbanales/webquest/ Cool Plans http://coollessons.org/coolunits.htm Macomb Michigan Webquests http://www.macomb.k12.mi.us/wq/webqindx.htm Webquest Resources http://biopoint.com/WebQuests/resources.html WebQuest is an Internet activity in which requires the completion of a task involves synthesis of multiple sources of information and higher level thinking, most of which is posted on the Internet. It was first invented by Bernie Dodge in 1995.Bernie Dodge1995 Webquest Template Wikipedia http://en.wikipedia.org/wiki/WebQuest Webquests

7. Introduction Task Process Conclusion Teacher Page WEBQUEST GUIDELINES FOR EACH SLIDES OR WEBPAGES Let’s the audience knows what is coming and provides background information. Generates interest and/or describes a compelling problem Feasible task requiring synthesis of multiple sources of information, and/requires going beyond information in creating a creative project. Provides a clear step by step description on how to accomplish the task. Valuable Internet resources are provided that support the task. Evaluation Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. Create a rubric that will guide make process and product and learning expectations clear. Provide a few sentences here that summarize what learners have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. Use this page to provide background information for the facilitator of this webquest. What handouts should be printed out with links to them etc

8. Coined by Dr. Susan Tancock, Ball State, Indiana, definition modified to literature cyberlesson (Kurkjian & Kara-Soteriou) Methods comprehension framework to guide students through text BEFORE, DURING AND AFTER AND BEYOND STRATEGIES Draws on Internet Technology and multiple sources of information Literature Cyberlesson conveys that there is a focus on children’s literature (fiction & nonfiction) Used in a variety of group settings Used with varying levels of teacher support, Internet Project cyberlesson: http://www.reading.ccsu.edu/kurkjian/Internet%20Project/new_page_1.htm Cyberlesson Template Cyberlessons

9. Introduction Materials Before Reading During Reading After Reading SLIDE 1. Short INTRODUCTION lets audience know what is coming and generates interest. SLIDE 2. The list of RESOURCES AND MATERIALS needed for the cyber lesson is complete. Materials are provided along the way such as websites, graphic organizers, etc. Websites are appropriate to the book, age of the child and activity. SLIDE 3. THE BEFORE READING ACTIVITY is feasible. It builds background, generates interest in the book and helps reader to make predictions and set the purpose for reading. SLIDE 4. THE DURING READING ACTIVITY helps reader to move through the text by helping to keep track of events and/or generating and confirming predictions. SLIDE 5. THE AFTER READING ACTIVITY should encourage the reader to respond to, revisit and/or rethink about the text by having the reader: relive an important event, put him/herself in the shoes of a character, consider an important idea, or evaluate the text by some criteria. CYBERLESSON GUIDELINES FOR EACH SLIDES OR WEBPAGES

10. Rubric Credit Page SLIDE 6. THE BEYOND READING ACTIVITY should help the reader extend beyond the text making connections to other related texts such as books, movies, music, and events. This activity can also help provide more background information to an aspect of the book that has not been elaborated. (information about the setting, time frame etc.) Beyond Reading SLIDE 7. THE RUBRIC helps the reader to assess if tasks were completed satisfactorily. The rubric identifies what the reader has to do and to what degree in order to complete the cyber lesson successfully. SLIDE 8. CREDIT PAGE cites Internet sites and graphics and other references where applicable.