Chapter 9: Technology in English and Language Arts Instruction

Many educators have difficulty incorporating technology more meaningfully into English and Language Arts curriculum. Chapter 9 gives teachers many useful ideas to try. The following is a list of 10 helpful strategies that uses technology to enhance reading, writing, and other language skills:

(1)    Electric publishing projects

(2)    Electric penpal

(3)    Internet literature resources

(4)    Online book clubs

(5)    Concept mapping software

(6)    Interactive/ electronic books

(7)    Alternative formats for  writing

(8)    Threaded discussion boards

(9)    Blogs

(10)Tracking systems

These are all great ways to motivate students to become active learners. When the activity is engaging and “hands-on,” students are likely to participate and learn more. I think (5) concept mapping software is an excellent pre-writing tool. Using software, such as Inspiration, is a fun way to put thoughts into a web/map outline. Students are able to customize the outline with pictures and organize it using different colors. Giving students (7) an alternative way to write could also motivate them. For instance, allowing students to use iMovie or podcast to communicate ideas in a story form is a fun way to develop language skills and teach story structure.  Lastly, (6) interactive /electronic books scaffold young learners’ or ELL students’ reading skills. It is a great way to familiarize them with letter-sound correlation, story and sentence structure, build vocabulary, letter and word recognition, etc. I intend on using some of these strategies in my early childhood classroom, especially interactive storybooks, blogs, and tracking systems (to monitor student progress).

Chapter 8: Integrating the Internet into the Curriculum

Chapter 8 makes the argument that “web-based activities have the potential to enhance learning” (pg 240). There are 7 web-based lessons and projects discussed in the text:

(1)    Electronic pen pals—Links students from different locations to exchange information

(2)    Electronic mentoring—Links students with experts to answer questions

(3)    Electronic/Virtual field trips—Visits sites to view people, places, or resources not locally available

(4)    Electronic publishing—Shares written products on the web

(5)    Group product development—Works on written products with students at different sites

(6)    Problem-based learning—Allows a group of students to participate in problem solving activities

(7)    Social action projects—Allows a group of students to discuss social or environmental problems and create solutions

I really like the idea of virtual field trips. It could help broaden students’ perspectives about other cultures. While I do not think virtual field trips should replace the experience of actually going somewhere, I think it is a beneficial alternative in specific circumstances. There are many reasons for teachers to take their students on a virtual field trip, such as: lack of funding, sites may not be locally accessible, safety issues, etc. Virtual field trips have the potential to open children’s eyes to a whole other world that they may not have access to otherwise. I think it is important to provide reinforcement activities into the classroom once their eyes have been open to something new and interesting. What I was able to experience and do “hands-on” impacted me the most. I want to provide similar life-long memories for my students.

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

Distance Learning Tools and the Role of the Internet in Education
Chapter 7 defines distance learning as “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” Types of distance activities include: student research, online materials, web-based lessons, and virtual courses. The following list addresses the top 10 ways distance resources have the ability to enhance teaching and learning activities:
(1)    Fast access to information
(2)    Access to experts not available locally
(3)    Fast communication to groups
(4)    Communication resources to support collaboration
(5)    Access to learning materials
(6)    Access to courses and lessons not locally available
(7)    Access to education for home bound students
(8)    Learning communities support collaboration
(9)    Lesson ideas from multiple sources
(10)Increased interaction among students and between students and teachers

I think (7) access to education for home bound students is the most significant. Many students are home due to illness, disability, discipline, or other personal reasons. Distance learning gives them the opportunity to take school courses and complete their degrees online.

I personally have mixed feelings about distance learning. I think it is a great resource for students who have reasons similar to the ones listed above because I think everyone has the right to an education. However, I believe the social aspect of school has a critical impact on a child’s development. It helps build their sense of community and gives them a role to fulfill. School teaches kids regulations, social norms (what is and is not socially acceptable), etc . It is much more than just the curriculum.

Chapter 6 Reflection: Teaching with Multimedia and Hypermedia

Multimedia is defined in the book as, “combination of media equipment—including still graphics and photographs, sound, motion video, animation, and text items combined in a product whose purpose is to communicate information in multiple ways.” Hypermedia refers to “linked media or interactive media. It’s software that connects elements of a computer system through hypertext links.” There are 5 types of multimedia and hypermedia resources in education:

(1)    Presentation software (Power Point)

(2)    Video production and  editing systems (iMovie)

(3)    Hypermedia design and development software (Adobe Flash)

(4)    Virtual reality and environments  (Quick Time)

(5)    Web 2.0 authoring tools (Google’s Blogger)

(6)   

Roblyer (1999) states that the use of multimedia and hypermedia in the classroom provides students with multiple channels in which they can process information. Studies prove that student who receive information in a visual and verbal format tend to generate more creative answers—especially students with high spatial ability and low prior knowledge.

Chapter 6 discusses the use of multimedia and hypermedia in the classroom.  All 5 of the resources listed above can be used in my early childhood classroom. For instance, my students can use Power Point to present book reports or I can use it to present weekly spelling words. Next, iMovie can be used to demonstrate an experiment that students will be doing in science class. Adobe Flash can be used in English class when students are required to write stories. They can create interactive Storybooks. Quick Time can be used in Social Studies to view a 3-D model of the globe. Lastly, Google’s Blogger can be used to share reflections on coursework in all subject areas.

Chapter 5 -- Teaching with Software Tools: Beyond the Basic Programs

The last chapter I reflected on the three most basic types of software, this chapter focuses more on the software support tools available for teachers and students. They are extremely beneficial however; additional classroom resources may be required to fully utilize equipment. Chapter 5 describes 6 general categories of software support tools:

(1)  Materials generator

(2)  Data collection and analysis tools

(3)  Graphic tools

(4)  Planning and organizing tools

(5)  Research and reference tools

(6)  Content-area tools

I believe that material generators, data collection and analysis tools, and content-area tools will be the most beneficial to me as a Pre-K through 3^rd grade teacher. Material generators will be a great tool to help me create tests/ quizzes, rubrics, worksheets, puzzles, etc. Next, data collection and analysis tools will allow me to effectively and efficiently keep track of student progress. These tools consist of electronic gradebooks, statistical pages, student information systems, computer-based testing systems, and student response systems. Lastly, the content-area tools can support my teaching. The book names several content-specific technologies, such as: CAD systems, music editors/sequencers, reading tools, microcomputer-based labs/graphing calculators, geographic information systems and global positioning systems. In particular, the reading tools can provide and support reading instruction for young students. These tools use a variety of interactive computer-based activities. Reading tools can also help determine my students reading level. This will help when placing students in reading groups based on individual ability. Similar to Chapter 4, all of these software support tools benefit teachers by improving classroom efficiency and productivity, improving overall appearance of work, saving time, and supporting interaction and sharing.   

Chapter 4-- Teaching with the Basic Three Software Tools: Word Processing, Spreadsheet, and Database Programs

Chapter 4 focuses on three software programs used by most educators: Word Processing, Spreadsheet, and Databases. They are often referred to as the basic productivity tools because they were the first tools designed to save time and effectively complete tasks.

The book defines the following uses of the software—

(1)    Word Processing: Programs that allow people to produce typed documents.

(2)    Spreadsheets: Programs designed to organize and manipulate numerical data.

(3)    Databases: Programs that allow users to store and organize information (text/numerical).

The primary benefits for all three software programs includes; reduced amount of time spent completing tasks, organization, and improved appearance of work.

Teachers can use these in and outside of the classroom. They can use Word Processing in an English lesson requiring students to type and edit stories, poems, etc. Or, outside of the classroom by creating newsletters/handouts to be sent home to parents. Teachers can use Spreadsheet in a Math lesson requiring students to record data and total up findings. Or, they can use it to record and easily access/ edit student grades. And lastly, teachers can use Databases to store future lesson planning ideas.

The software that I intend on using in my classroom most often is Word Processing. It is a great tool for students to use when writing because they are able to move or copy text, erase/insert text, and save their work. In addition, it can assist their spelling accuracy with spell check and build their vocabulary with suggested words from the Thesaurus. It is also a great tool for teachers to create classroom flyers or parent newsletters.

Chapter 3: Teaching with Instructional Software

Chapter 3 identifies what instructional software is, different types of software, how it can be used to meet classroom needs, and other benefits provided by this tool. The book defines instructional software as computer programs designed specifically to support learning activity. The following are 5 different types of instructional software:

(1)    Drill and practice—interactive exercises that provide students with example problems then provides feedback based on students’ responses.

(2)    Tutorial—an instructional series on a subject allowing students to learn the topic without any other help/materials. Similar to a typical lesson taught by a teacher.

(3)    Simulation—used to teach about something or how to do something.

(4)    Instructional games—educational activity with game-like rules and competitive elements.

(5)    Problem solving—fosters component skills used when solving problems, provides approaches to problem solving, and provides opportunities to practice solving problems in certain content areas.   

Instructional software is used as a tool to aid teachers and foster students’ learning. For instance, Drill and practice can replace worksheets or homework activities and help children prepare for tests. Or, tutorials can be a substitute for when a teacher is unavailable and a student needs assistance/ clarification on a subject. Using instructional software can save time and money. Not to mention, it is much more engaging and interactive for students. It is our goal as educators to help our students become successful life-long learners. This can be achieved by using educational technology as a tool to spark their interests and create a hands-on learning environment.

Chapter Two -- Theory and Practice: Foundations for Effective Technology Integration

In my last post, I discussed the more prominent issues preventing the use of technology in the classroom. Now I will be addressing the foundations for effectively integrating technology into the classroom. There are 9 essential conditions that must be met:

(1)    A shared vision for technology integration

(2)    Empowered leaders

(3)    Standards and curriculum support

(4)    Required policies

(5)    Access to hardware, software, and other resources for sustainable integration

(6)    Skilled personnel and opportunities for professional development

(7)    Technical assistance

(8)    Appropriate teaching and assessment approaches

(9)    Engaged communities

Chapter Two presents ways to eliminate the problematic issues preventing the use of educational technology that were illustrated in Chapter One. In my previous post, I went into detail about 2 issues:  funding and privacy/safety. This chapter explores ways to remove these problems proposed in Chapter One.

Adequate funding is needed for the use of educational technology to be successful. This section lists some ways for schools to utilize all funding resources, including: using donated equipment, using broken computers for spare parts, applying for grants, and making competitive bids. There are hundreds of resources that are often overlooked. It’s important for schools to look at all levels of funding: federal, state, corporate, private, and community.

Ensuring students’ safety and privacy can be met by requiring specific policies. Internet use policies were created after the U.S Congressman passed the Children’s Internet Protection Act to influence schools to keep children way from harmful materials that can be found in the Internet. Also, legal/ethical use policies were created to prevent access to certain websites. Firewall software is the most common way to safeguard computers.

Chapter One -- Educational Technology in Context: The Big Picture

The top ten issues shaping today’s technology uses in education include:

(1)    Accountability and the standards movement  (how it can help students/ educational purpose)

(2)    Funding for educational technology

(3)    The Digital Divide (divide between wealthy v.s poor)

(4)    Racial and gender equity (male dominant subject area)

(5)    The role of distance education

(6)    Privacy and Safety

(7)    Viruses and hacking

(8)    Online plagiarism

(9)    Anti-technology sentiments

(10) Information literacy (how to effectively use technology) 

As an early childhood educator, the issues that I believe are most significant to the Pre-K/ 3^rd grade age students include: (2) Funding for educational technology and (6) Privacy and Safety.

Funding for educational technology in the classroom is relevant in today’s economy. Many communities, school districts, families, etc cannot simply afford to buy this type of equipment. Many school budgets are shrinking while the cost of technology is growing. Technology has been placed at the bottom of the priority list. I have experienced classrooms with minimal technology, such as, a single out dated computer, basic over-head projectors, and televisions. I have also been placed in classrooms with numerous amounts of technology, including, smart-boards, ELMO projectors, tape recorders, I-touches/ I-pads, and stereo systems. It is very difficult to compare the two types of classrooms due to the extreme difference in educational tools provided.

Privacy and Safety is my biggest concern as a teacher of young children. The internet is used more and more in the classroom. It is important to block any sites that could possibly put children in a harmful situation (i.e. chat rooms, social networking sites, etc) Also, as more schools/ teachers rely on school websites to communicate with students and their families, the amount of personal information about school events and children could be shared with the public. These sites should have as little personal information as possible with secure privacy settings.