Intro warm-up-computers-k3-literacy

Universidad MetropolitanaEscuela de Educación Continua

En Alianza con la Escuela de Educación y laEscuela de Ciencias Sociales, Humanidades y Comunicaciones

November 10, 2012

Consultant:

Dr. Sally Everson

Dr. Sally Everson

Dept. Social Sciences, Humanities and Communications

Metropolitan University – Bayamon

November 10 and November 17, 2012

Review of workshop objectives

Pre-test

Introduction and Warm Up Activity

Move to Computer Lab to access Workshop Wiki

Presentation and discussion: NETS-S

LUNCH Break

Presentation and discussion: TPACK

Planning for Technology Integration

Effective Technology Integration

Activity Types and Appropriate Technologies for K-3

Language Arts

Explore and Review e-Learning Sites

At the end of this two-day workshop the participants

will be able to:

Objectives

Recognize their own practices for integrating computer

technology in language arts curriculum

Understand the main terms and concepts in education

technology

Recognize the principles underlying the development of

digital literacy evident in NETS-S

Identify knowledge and processes for effective

technology integration using TPACK

Identify Activity Types for K-6 Literacy and Appropriate

Technologies

Review, plan, and demonstrate the integration of

appropriate technology for a K-3 language arts lesson

Peer-assess technology integration lesson plan using a

Technology Integration Assessment Rubric

Just as there are many ways to plan a trip, there

are many ways to make lesson plans that

integrate technology

What kind of travel planner are you?

Traveler A: packs a suitcase

filled with everything she

needs. She has reservations for

every place she will stay and

has planned everything she is

going to do.

Traveler B makes a hotel

reservation for the first night

and packs an overnight

bag. She has a few places

to see, but might change

her mind once she gets

there.

Traveler C has decided to leave

today. She has packed a

toothbrush and some pajamas,

but will buy the rest of the things

once she is there. She has no

reservations or plans, but will

decide what to do and where to

stay once she gets there.

Each person at a table will get a number. In your table

groups, each number will have 20 seconds to explain what

kind of traveler using the examples as a guide.

Group members should only listen and NOT comment

until after each person has spoken.

There will be a 5-minute Discussion session after the

presentations.

The Workshop leader will time each person and the

Discussion period.

After, you will write a brief reflection on this experience.

In your groups, for 5 minutes discuss:

What are the similarities between planning a trip and

planning to use technology in the classroom?

Is your style of trip planning the same or different from trip

planning?

What are the strengths and weaknesses of each style of

planning for technology use?

Throughout this workshop you will have

opportunities to reflect on your own practices

with integrating technology into language arts,

and the materials presented here.

On the Reflection sheet, write down your

answer to question number 1, based on this

discussion of planning styles.

Using computers in the literacy classroom is

part of the wider and critical issue of the

Integration of Technology in schools today.

There are many terms and concepts that are

mentioned that may make the conversation

about technology integration sound like a

foreign language (even more „foreign‟ than

English!

Let‟s review a few …

Web 2.0

Digital native

Digital immigrant

Digital divide

Digital literacy

Digital citizenship

NETS

TPACK

See how many you can define or explain:

Apps / Software

Blogs & Wikis

Social media

Social networks

Simulations

Web Quests

Pod Casting

Digital Storytelling

E-Books / Digital Books

Web 2.0:

current state of the internet in terms of usability: where

instant communication, collaboration, file sharing and

user-generated content is easier and faster (including

sharing video, audio, graphics, and texts).

Digital native:

someone who was born into a world dominated by and

immersed in digital communication technology. Also

called the “net generation” or the “millennials.”

Digital immigrant:

someone who has learned to use digital

communication technology as a teenager or older;

someone who must consciously learn about and adopt

new digital communication technology.

Digital divide:

the difference between those rich enough to have

access to digital technology and high speed internet

versus those who are poor and cannot access digital

media.

Digital literacy:

the ability to effectively and critically navigate, evaluate

and create information using a range of digital

technologies. Also called “new media” literacy.

Digital citizenship: (based on ISTE standards)

understanding the human, cultural, and societal

issues related to technology, and practicing legal and

ethical behavior.

Simulations

Web Quests

Pod Casting

Digital Storytelling

E-Books / Digital Books

Apps / Software

Blogs

Wikis

Social media

Social networks