1. Technology Tools that Support Education By MiRia Mukasa-Cambie Methods and Materials for Teaching and Learning with Technology For Elementary School Teachers January 11 th, 2009 By MiRia Mukasa-Cambie Methods and Materials for Teaching and Learning with Technology For Elementary School Teachers January 11 th, 2009

2. Technology Tools that Support Education  Drill and Practice Software  Multi-Media in the Classroom  Digital Libraries to Enhance Teaching  International Society for Technology in Education (ISTE)Lesson Plans  Drill and Practice Software  Multi-Media in the Classroom  Digital Libraries to Enhance Teaching  International Society for Technology in Education (ISTE)Lesson Plans

3. Drill & Practice Software Practicing is essential to learning. D&P software also targets key content areas and specific skills, allowing teachers to be able to assign specific programs to children who need to practice specific skills. Lever-Duffy and McDonald agree that one positive attribute of D&P software is the instant feedback because the student immediately knows if the answer supplied is correct or incorrect (p.227). This type of software is advantageous for students who are not grade level as well as students who have a hard time retaining information. Drill & Practice (D&P) is the repetitive process by which a person acquires the knowledge or skill of a given function (Anonymous, 2008). It is mainly used to teach language and grammar. Software is unable to change by itself, thus it is up to the teacher to apply innovative ways to perform drill and practice.

4. Drill & Practice software should not be overused. Students will become bored with it if it becomes the main ingredient of an intended lesson. Instead, D&P should be used alongside lesson plans to help students better comprehend the content they are learning. D&P which is based on behaviorist theory, provides benefits to individual learners by allowing them to progress at their own rate and learning and style. With the right planning D&P can successfully be used in the classroom. Some D&P software includes student management software that tracks a student’s progress and will "respond with additional drills and target diagnosed weaknesses" (Lever-Duffy & McDonald, 2008, p.227). Drill & Practice software should not be overused. Students will become bored with it if it becomes the main ingredient of an intended lesson. Instead, D&P should be used alongside lesson plans to help students better comprehend the content they are learning. D&P which is based on behaviorist theory, provides benefits to individual learners by allowing them to progress at their own rate and learning and style. With the right planning D&P can successfully be used in the classroom. Some D&P software includes student management software that tracks a student’s progress and will "respond with additional drills and target diagnosed weaknesses" (Lever-Duffy & McDonald, 2008, p.227).

5. Using Multimedia to Teach  Depending on the subject matter, there are several multimedia tools that can be used to enhance lesson plans. Technology integration into the curriculum is key to student learning. Some successful examples of technology rich class room projects, that engage student learning can be found at http://www.adobe.com/education/digkids/training/multimedia_projects_tutoria l.html http://www.adobe.com/education/digkids/training/multimedia_projects_tutoria l.html  1. WebQuests: Using a constructivist approach, web quests are web-based assignments/lessons designed to enhance the teaching and learning experience. Additionally, they strengthen students team-building, research, critical- thinking and analytical skills, by providing the inspiration to allow a student to work at his/her pace and discover new ideas and information through web research.  Depending on the subject matter, there are several multimedia tools that can be used to enhance lesson plans. Technology integration into the curriculum is key to student learning. Some successful examples of technology rich class room projects, that engage student learning can be found at http://www.adobe.com/education/digkids/training/multimedia_projects_tutoria l.html http://www.adobe.com/education/digkids/training/multimedia_projects_tutoria l.html  1. WebQuests: Using a constructivist approach, web quests are web-based assignments/lessons designed to enhance the teaching and learning experience. Additionally, they strengthen students team-building, research, critical- thinking and analytical skills, by providing the inspiration to allow a student to work at his/her pace and discover new ideas and information through web research.

6.  Most WebQuests include links for the student to research the project as well as links for further research. The rich content of a webquest is created by the teacher that did the initial research. To stop students from wandering aimlessly on the web, the design of a webquest allows for students to make the best use of their time for the task.  Instead of just hearing a lecture and trying to retain the information, learners are engaged and participating in creating a project in a group or individually. This approach to teaching helps learners understand the content better because it is inquiry based. Students learn essential skills to finding and researching information on the web, which in turn better prepares them for higher learning. Learning with a WebQuest forces the student to use the information they search for, and not just gather it.  To create your own WebQuest click on this link below, and use the template. http://www.spa3.k12.sc.us/WebQuestTemplate/webquesttemp.htm  Most WebQuests include links for the student to research the project as well as links for further research. The rich content of a webquest is created by the teacher that did the initial research. To stop students from wandering aimlessly on the web, the design of a webquest allows for students to make the best use of their time for the task.  Instead of just hearing a lecture and trying to retain the information, learners are engaged and participating in creating a project in a group or individually. This approach to teaching helps learners understand the content better because it is inquiry based. Students learn essential skills to finding and researching information on the web, which in turn better prepares them for higher learning. Learning with a WebQuest forces the student to use the information they search for, and not just gather it.  To create your own WebQuest click on this link below, and use the template. http://www.spa3.k12.sc.us/WebQuestTemplate/webquesttemp.htm

7.  2. Integrated Learning Systems: “ILSs are computer systems that provide instruction in one or more content or skill areas and include the production of the student progress reports” (Norton, Sprague, 2001, p.15). Most of ILS software is devoted to drill & practice. Students get immediate feedback on questions posed by the computer in the form of multiple choice or matching and fill-in-the-blank.  An ILS is not designed to work without teacher support. The ILS should be used in only 25% of the curriculum. Basically They are designed to work alongside a teacher, like an extension to the curriculum. Additionally high quality staff development is essential for implementation of the ILS.  2. Integrated Learning Systems: “ILSs are computer systems that provide instruction in one or more content or skill areas and include the production of the student progress reports” (Norton, Sprague, 2001, p.15). Most of ILS software is devoted to drill & practice. Students get immediate feedback on questions posed by the computer in the form of multiple choice or matching and fill-in-the-blank.  An ILS is not designed to work without teacher support. The ILS should be used in only 25% of the curriculum. Basically They are designed to work alongside a teacher, like an extension to the curriculum. Additionally high quality staff development is essential for implementation of the ILS.

8. Emerging Uses of Audio  Today’s Internet radio as well as pod casts make learning easier because these emerging technologies address all learning styles.  Students can follow along in a book, while hearing the story read to them. This enhances listening and reading skills because it makes the lesson come alive and motivates students to want to learn more.  To facilitate learning ESL students now have access to traditional audio media like earphones, cassette/CD players, talking books and Internet media to hear and better understand the subject material.  Today’s Internet radio as well as pod casts make learning easier because these emerging technologies address all learning styles.  Students can follow along in a book, while hearing the story read to them. This enhances listening and reading skills because it makes the lesson come alive and motivates students to want to learn more.  To facilitate learning ESL students now have access to traditional audio media like earphones, cassette/CD players, talking books and Internet media to hear and better understand the subject material.

9. Using Digital Libraries to Enhance Teaching  Computers can index every word in a billion pages and search the indexes for simple patterns almost instantaneously.  According to William Arms, at Cornel University “Google is remarkably successful in presenting a user with the most important page on a topic or a well-respected overview” (2000).  An advantage to using digital libraries is that “we may store and present multimedia resources” (Davis, Hay, 2001). Multi-media presentations can be created from information gathered from these libraries. Categorized in subject matter and used as powerful learning aides to enhance the lesson.  Computers can index every word in a billion pages and search the indexes for simple patterns almost instantaneously.  According to William Arms, at Cornel University “Google is remarkably successful in presenting a user with the most important page on a topic or a well-respected overview” (2000).  An advantage to using digital libraries is that “we may store and present multimedia resources” (Davis, Hay, 2001). Multi-media presentations can be created from information gathered from these libraries. Categorized in subject matter and used as powerful learning aides to enhance the lesson.

10. ISTE Lesson Plans  Several lesson plans guide students through the research process. K-12 lesson plans are available for download at http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Go ogle_Search_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof =FORID%3A11&q=lesson+plans&sa.x=0&sa.y=0 http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Go ogle_Search_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof =FORID%3A11&q=lesson+plans&sa.x=0&sa.y=0  Resources to some lesson plans are internet base which enhances the research methods of the students.  Several lesson plans guide students through the research process. K-12 lesson plans are available for download at http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Go ogle_Search_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof =FORID%3A11&q=lesson+plans&sa.x=0&sa.y=0 http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Go ogle_Search_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof =FORID%3A11&q=lesson+plans&sa.x=0&sa.y=0  Resources to some lesson plans are internet base which enhances the research methods of the students.

11. Professional Development Workshops  On the Edutopia website (http://www.edutopia.org/instructional-modules) there are free instructional modules that were developed by education faculty and professional developers for their colleagues. Each module includes articles, video footage, PowerPoint presentations, and class activities. Modules are updated over time.http://www.edutopia.org/instructional-modules Today you can access these free modules listed below:  Project Based Learning  Technology Integration  Assessment

12. Thirteen Ed offers a series of professional development workshops resources. Some titles include: working with multiple intelligences, WebQuests, inquiry-based learning, teaching to academic standards and much more. For more information see: http://www.thirteen.org/ed online/concept2class/resources. html Thirteen Ed offers a series of professional development workshops resources. Some titles include: working with multiple intelligences, WebQuests, inquiry-based learning, teaching to academic standards and much more. For more information see: http://www.thirteen.org/ed online/concept2class/resources. html Drawn from the foundations archives, Edutopia’s workshops are aligned to ISTE NETS-S, state technology and core curriculum standards.

13. Training and Support  The National Educational Technology Standards (NETS) help serve as a platform for helping technology educators improve their teaching and learning skills.  The ISTE website FREE professional development courses that are self-paced. The offers courses can be completed at school, home or office. For more information on NETS standards and support please contact: Lynn Nolan Senior Strategic Initiatives Officer International Society for Technology in Education lnolan@iste.org iste@iste.org 1.800.336.5191 (U.S. and Canada) 1.541.302.3777 (International) 1.541.302.3778 (fax)lnolan@iste.org iste@iste.org  The National Educational Technology Standards (NETS) help serve as a platform for helping technology educators improve their teaching and learning skills.  The ISTE website FREE professional development courses that are self-paced. The offers courses can be completed at school, home or office. For more information on NETS standards and support please contact: Lynn Nolan Senior Strategic Initiatives Officer International Society for Technology in Education lnolan@iste.org iste@iste.org 1.800.336.5191 (U.S. and Canada) 1.541.302.3777 (International) 1.541.302.3778 (fax)lnolan@iste.org iste@iste.org

14. References  ISTE Educator Resources retrieved on 01/03/09 from http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Google_Sear ch_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof=FORID%3A11&q= lesson+plans&sa.x=0&sa.y=0 http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Google_Sear ch_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof=FORID%3A11&q= lesson+plans&sa.x=0&sa.y=0  NETS Standards for Technology Educators retrieved on January 3, 2009 from http://www.iste.org/AM/Template.cfm?Section=NETS http://www.iste.org/AM/Template.cfm?Section=NETS  Anonymous. (2008). Drill and Practice.Retrieved January 4, 2009 from, from http://olc.spsd.sk.ca/DE/PD/instr/strats/drill/index.html http://olc.spsd.sk.ca/DE/PD/instr/strats/drill/index.html  Lever-Duffy, J., McDonald, J. (2008).Teaching and learning with technology. ﾊ Boston, MA: Pearson Education Inc.  Arms, W. P., (2000) Automated Digital Libraries: How Effectively Can Computers Be Used for the Skilled Tasks of Professional Librarianship? Retrieved on January 4, 2009 from http://www.dlib.org/dlib/july00/arms/07arms.htmlhttp://www.dlib.org/dlib/july00/arms/07arms.html  Davis, H., Hey, J., (1994) Automatic Extraction of Hypermedia Bundles from the Digital Library. Retrieved on 01/05/09 from http://www.csdl.tamu.edu/DL95/papers/davis/davis.html http://www.csdl.tamu.edu/DL95/papers/davis/davis.html  Edutopia.com, Instructional Modules. Retrieved January 5, 2009 from http://www.edutopia.org/instructional-modules http://www.edutopia.org/instructional-modules  Thirteen Ed Online. Concept to Classroom. Workshop Webquests. Retrieved on January 7, 2009 from http://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html http://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html  ISTE Educator Resources retrieved on 01/03/09 from http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Google_Sear ch_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof=FORID%3A11&q= lesson+plans&sa.x=0&sa.y=0 http://www.iste.org/Content/NavigationMenu/Search/Google_Search_Test/Google_Sear ch_Test.htm?cx=006928712058070463547%3Auhfnykgpmp4&cof=FORID%3A11&q= lesson+plans&sa.x=0&sa.y=0  NETS Standards for Technology Educators retrieved on January 3, 2009 from http://www.iste.org/AM/Template.cfm?Section=NETS http://www.iste.org/AM/Template.cfm?Section=NETS  Anonymous. (2008). Drill and Practice.Retrieved January 4, 2009 from, from http://olc.spsd.sk.ca/DE/PD/instr/strats/drill/index.html http://olc.spsd.sk.ca/DE/PD/instr/strats/drill/index.html  Lever-Duffy, J., McDonald, J. (2008).Teaching and learning with technology. ﾊ Boston, MA: Pearson Education Inc.  Arms, W. P., (2000) Automated Digital Libraries: How Effectively Can Computers Be Used for the Skilled Tasks of Professional Librarianship? Retrieved on January 4, 2009 from http://www.dlib.org/dlib/july00/arms/07arms.htmlhttp://www.dlib.org/dlib/july00/arms/07arms.html  Davis, H., Hey, J., (1994) Automatic Extraction of Hypermedia Bundles from the Digital Library. Retrieved on 01/05/09 from http://www.csdl.tamu.edu/DL95/papers/davis/davis.html http://www.csdl.tamu.edu/DL95/papers/davis/davis.html  Edutopia.com, Instructional Modules. Retrieved January 5, 2009 from http://www.edutopia.org/instructional-modules http://www.edutopia.org/instructional-modules  Thirteen Ed Online. Concept to Classroom. Workshop Webquests. Retrieved on January 7, 2009 from http://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html http://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html