Chapter 9: Technology in English and Language Arts Instruction:

What teachers should consider doing when integrating technology into ELA instruction: 

• Expanding the definition of literacy to in compass literacy technology 
• Explore new instructional strategies and practices

            - they should meet state standards

• Decide to implement keyboard instruction
• Work with diverse learners
• Create social learning environments
• Motivate Students - find their interest 

- Teachers can make use of their student's interest to make lessons more interesting. Some examples actives that would interest students are:

• Networked literacy projects
• Interactive storybooks or talking books
• Use of reading management and intervention programs: Accelerated Reader 
• Digital storytelling 
• Using the internet for online resources 
• Blogs
• Video project
• Discussion boards and threads 

- In order to integrate technology into literacy instruction, teachers need to know how  incorporate technology into the curriculum 

Technology Integration Strategies for ELA

• Teaching decoding skills - "sounding out"
• Developing reading strategies that develop fluency, phonics, comprehension and vocabulary skills using:

          - software and online systems

          - Reference resources

          - Electronic devices

• Creating daily teacher activities

- Even with technology being incorporated into ELA curriculum.  It is still imperative that educators teach their student the Writing Process:

• Prewriting 

- electronic outlining 

- concept mapping software

• Drafting
• Revising / Editing 
• Publishing - paper and electronic 

Chapter 8: Integrating the Internet into the Curriculum

The three general application categories of "telecollaboration": 

1. Interpersonal exchanges - the use of technology for students to communicating one another and teachers
2. Information collection and analysis - the use of data collections that provide data and information 
3. Problem Solving - student-oriented and cooperative problem solving projects

Activity structures - all these structures fall under the three general applications of telecollaboration: 

• electrical pen pals
• electronic mentoring
• electronic publishing
• problem-based learning 
• social action projects 
• group product development 

Integration Strategies: 

• Support for student research 
• motivation for writing 
• practice for information literacy skills
• visual learning problems and solutions
• development of collaboration skills 
• multicultural experiences 

Website Support for Learning: 

1. Project overview, announcement and application - using a site to introduce the goals and purpose of an activity 
2. Tutorial instruction - the use of websites that can provide actual instruction or information 
3. Information summaries and exchanges - websites that allow students to collect and share information with others 
4. Communication and support - a virtual meeting place for student support and communication 
5. Displays of past and current student work - publication of examples, assignments and etc. 
6. Project development centers 

- A single website can address one or more of the above functions


Authoring Tools: 

• Dreamweaver
• Flash - Adobe 
• HTML
• Java
• Applets
• VRML
• PERL

- these authoring tools allow users to write and create websites without having to write actual code. 

Web Page Development and Evaluation: 

1. Development Software
2. FTP Software
3. Server to house the website

- The use of these resources provides etchers and students to create their own websites or web pages. These can be created one of two ways: 

• creating the website / web page from scratch
• Using existing pages and modifying them

Evaluation: 

• Is the website /page well organized and structured
• Is the text clear and easy to understand 
• Is the website / page visually pleasing and easy to look at 
• Is the website / page easy to navigate - can the user get the homepage in three clicks or less

Chapter 7: Distance Learning Tools and the Role of the Internet in Education

Communicating with the Internet

• Email
• Blogs and Bulletin Board

       - these types of communication allow users to communicating with one another by posting and sharing discussion topics, information and conversations. Users have the capability to comment on what is "posted". 

• Chatrooms, IM & video conferencing 
• Cyber collaboration and Avatar spaces:

      - these sites allow for what is referred to as "interactive faction" and role play. These programs provide the user with a more interactive and visual method of learning. 

Learning with the Internet: 


Technological tools for learning:

• Fax and postal mail
• Audio/ telephone conference
• Video conferences 
• Course management systems example: Blackboard, Moodle etc 
• Site capturing software: site whacking 
• Intranets
• Electronic whiteboards/ SMART boards 

Methods for learning: 

- DL (Distance Learning) has taken learning and education beyond the classroom and has created a culture in which learning can be done on a more global level. 

  While DL learning does not always replace the typical classroom setting. Online learning has bee configured to meet the needs of the student in the following 4 ways: 

1. Individual lesson plans:enhance the face-to-face curriculum. 
2. Online lesson enhancements: 
3. Completely online courses and curriculum:face-to-face curriculum is completely supplemented.
4. All-inclusive online course/curriculum:the content of the course can incorporate all three methods of DL methods. 

DL Activities: 

• Using online information to help teach themselves and their students 
• The use of website resources to create curriculum/lessons 
• Grade specific virtual courses and programs

Issues with education and the Internet: 

• Digital Divide - the haves vs. the have not's 
• Students spending too much time with technology and not enough time developing social skills 
• The reforming of education and teaching methods; concern and optimism about DL ability to uphold the traditional teaching methods. Optimism about the increased access to a quality education. 
• Concern with the overall structure of courses and programs including: curriculum alignment, teacher certification, accreditation, funding and negative consequences. 

                            V.S 
Signs of Effective DL: 

• courses and programs that are well designed and planned to meet the needs of the student, as well as, the goals/standards of the lesson 
• Engages students in interactive and collaborative actives
• A well established and interactive learning community 
• Effective assessment strategies 

Chapter 6 : Teaching with Multimedia and Hypermedia.

Hypermedia vs. Multimedia
Multimedia: a combination of medias  i.e., graphics photos, sound, animation etc.

Hypermedia: "linked" or interactive media. The capability to conduct a search on one, key topic and be given "linked" information regarding related topics.

Hypermedia Systems included: 

• CD-ROMs (compact disc-read only memory) 
• DVDs (Digital versatile discs
• IVDs (Interactive Videodiscs )

Benefits of Hypermedia in Education: 

• Increased motivation - encourages students to be proactive learners
• Flexible learning modes - draws on student's diverse learning needs and skills
• Development of creative and critical thinking skills - leaners (students and teachers) are constantly make decisions and evaluating their progress
• Improving writing and process skills - encourages multidimensional thinking, different perspectives regarding the writing process and organization.

Commercial Hypermedia Software Packages: 

• Instructional Software - tutorials, drills, problem solving, simulation, instructional games
• Interactive Books and ebooks 
• Reference Materials - Encyclopedias, newspapers/ newsletters etc. 

Recent Developments in Hypermedia Systems: 

• Web 2.0 - users as designers
• Convergence of offline - (discs) and online (Internet) development 
• Increasing ease of use

Hardware Requirements: 

• Computers - keyboard, mouse and monitor
• Digital camera 
• Scanners
• Video digitizers
• Camcorders and other video input 

Development procedures and authorizing skills: 

• Look to see what has already been done   
• Research 
• Storyboard - organize 
• Individual frame development 
• Add script
• Revise 

Skills: 

• Media literacy 
• ability to use music and art
• knowing what graphics to use and when to use them 
• creative and critical thinking 

Presentation Software: 

• classroom presentations - guided note taking 
• practice screens 
• assessments 
• powerpoint or keynote presentations - presented by student and teachers 

Classroom Possibilities: 

• Blogs
• Wiki pages
• social networking 
• podcasts
• video/ photo sharing 
• e-portfolios 

Chapter 5 Teaching with Software Tools: Beyond the Basic Programs

Materials Generators

•    Desktop Publishing

•    Test and Rubric Generators

•    Worksheet and Puzzle Generators

•    Individualized Education Program (IEP) Generators

•    Graphic Document Makers

•    PDF and Forms Makers

Data Collection and Analysis Tools

•    Electronic Gradebooks

•    Statistical Packages

•    Student Information Systems (SIS)

•    Computer - managed Instruction (CMI)

•    Computer - Based Testing Systems

   - Example: SAT's & GRE's

•    Student Response Systems

Graphic Tools

•    Adobe Illustrator & Adobe Flash

•    Editing: Adobe Photoshop

•    Clip Art

Planning and Organizing Tools

•    Outlining

•    Concept Mapping

•    Time management i.e., calendars

Content Area Tools

•    Music editors and sequencers

•    Interactive stories / Electronic Books

•    Accelerated Readers

•    Living Books

Math and Science

•    Probeware/microcomputer-based lab (MBL) - technology tool for math and science
-  Graphing Calculators