C&I 209: Digital Literacy September 1, 2011. Observe teacher administering CAP assessments Discuss...
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Transcript of C&I 209: Digital Literacy September 1, 2011. Observe teacher administering CAP assessments Discuss...
C&I 209: Digital Literacy
September 1, 2011
• Observe teacher administering CAP assessments• Discuss the nature of technology in classrooms today• Discuss Web Literacy• Explore some Web Tools available for classroom use• Define Agency and Identity• Describe ways teachers develop agency and identity
in students• Develop a plan for working with students to develop
their identities as literate people and their agency
Observation SurveyDeveloped by Marie Clay
Six observation tasks:1. Running Records2. Letter Identification3. Concepts about print4. Word Tests5. Writing vocabulary6. Hearing and recording sounds in
words
How do we teach CAP?
• Activities with High Frequency Words• Exploring Environmental Print• Phonemic Awareness • Structural Analysis (word parts)• Using words familiar to students (names)
All of these should be embedded in meaningful authentic literacy experiences
Use this to list the assessments that you have learned about and how you might choose to apply them to tutoring with your student. Consider what it is you want to know and the
purpose of the assessment.
What does this assessment designed to do? What information
can you get from it? How does it fit in with other
assessments?
Why give this assessment? (what is the purpose; which of 6 language arts can you gather information about? )
What changes need to be made? (what are the
pros/cons of this assessment?)
What do you still need to know?
Something to Ponder….http://youtu.be/yfpa9uTWdJE http://youtu.be/OTToERnTKB4http://youtu.be/0VSymMbMYHA
Turn and talk: What does this mean for you as a teacher? Share which tools you are familiar with, which ones you have actually used and what some of your reservations are. Consider some other perspectives. What might other teachers, students, administrators, parents.
Illinois Professional Teaching Standards
#4 Planning for Instruction- The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
4E. Understands how to integrate technology into classroom instruction. 4F. Understands how to review and evaluate educational technologies to determine
instructional value. 4G. Understands how to use various technological tools to access and manage
information. 4H. Understands the uses of technology to address student needs. 4N. Incorporates experiences into instructional practices that relate to the students'
current life experiences and to future career and work experiences. 4Q. Uses teaching resources and materials which have been evaluated for accuracy and
usefulness. 4R. Accesses and uses a wide range of information and instructional technologies to
enhance student learning.
Illinois Professional Teaching Standards
#6 Instructional Delivery - The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
6C. Knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.
6K. Uses a wide range of instructional technologies to enhance student learning.
6N. Uses technology appropriately to accomplish instructional objectives.
Classrooms and Instruction are changing
The use of Web 2.0 tools affects both the learning and teaching environment.
Literacy instruction is no longer limited to paper and pencil, basals, and books. Today's student is accustomed to being a producer of text, not just a passive consumer.
Students have to "shut down" to come to school Web 2.0 tools provide authentic literacy learning experiences for
students Students can have a world-wide audience Students can collaborate with students from anywhere in the
world Web 2.0 tools are designed to be easy to use, produce, edit,
create, and share Web 2.0 tools are FREE!
• What is digital literacy?• Why is it important?• What does this mean for us as classroom
teachers?
Question 1
What is a URL?
Answer
URL - Uniform Resource Locator
Source: www.novemberlearning.com
Question 2
Identify these extensions and what they represent:
.org
.k12
.gov
.com
.edu
.ac
.net
.mil
.jp
Answers
.org - organization
.k12 - school
.gov - government
.com - commerce
.edu - college
.ac - academic
.net - business
.mil - U. S. military
.jp - Japan
Extensions
Question 3
List as many major search engines as you can
Answers
GoogleAlta VistaAsk.comQuintura for KidsQuinturaKartoo
Meta-Search Engines – Dogpile– Clusty– Databases provided
by libraries
Question 4
How does a site get to the top of the search results in Google?
Answer
Getting to the top of GoogleGoogle Bombing
– Ultimate popularity contest– I’ll put your link on my page if you’ll put
my link on yours
Question 5
What clues in a web address might indicate you are on a
personal website?
Why is knowing this important?
Answers
Website clues–~ or % – users, members, people in
URL
Importance– Identifies the author and/or
organization
An Example
Truncating- Being able to read and truncate a URL allows you to get the full picture of the site
Ever heard of Mechanical Marvels?
What happens if we truncate this site?
Moral of the story: Determine the source site
Question 6
How do you find the owner or publisher of a website?
Why is it important to know these facts?
Answer
Website owner/publisher– Who Is MLK search
http://www.networksolutions.com/whois/index.jsp
– Who Is Source• MLK search
The owner of this site
Answer
Why is it important?– MLK site
• Civil Rights Library• Rosa Parks
Students have to be able to determine the validity and viewpoint of sites
Question 7
How do you find the history of any given website?
ORWhat do you do if the site is no
longer available?
Answer
Website history– Wayback Machine at www.archive.org– Look at MLK.org in the Wayback Machine results
• What do you know now?– Up since 1999– Change in design to appeal to kids
Remember Google Bombing?
Google Martin Luther King, Jr.Let’s look again
Google: MLK
Google Bombing storyMy Ed Tech network
Resources
• November Learning– http://www.novemberlearning.com/– Courses on Internet Literacy for $19.95
Web 2.0
• Participatory Culture & the Power of the Network– Collaboration– Creation– Connection
Digital Literacy in Action
• Digital literacy in “real” classrooms– http://classblogmeister.com/blog.php?
blogger_id=1337
What are the advantages of this type of instruction? What do you see as the limitations?
Creating community…
• Let’s visit a first grade class-– http://
jawutz.wordpress.com/
• Features• Web 1.0 or Web 2.0?
Some tools to explore
• Diigo• Glogster• Vocaroo• Wiki• VoiceThread
What are you familiar with and what have you used?
Some more spaces…
• Google Docs• http://www.twiducate.com/• http://teachweb2.wikispaces.com/• http://webtools4u2use.wikispaces.com/
Audio+%26+Podcasting
Building an Insider View: Social Imagination
“The ability to read others”“…. The possibility of understanding our own and
others’ experiences from that many more vantage points”
“Valuing, exploring, and appreciating multiple perspectives in the classroom.”
(Johnston, Knowing Literacy, 1997)
Flexibility and TransferWhat an adult assumes to be erroneous often reflects development in the child. Children’s expressions of language or inventions, reflect their current schemas, or working models for how language works” (Owacki & Goodman, 2002)•Aquarium Writing•Evan’s List
Identity and Agency
Identity- the uniquenesses and affiliations that define people and what they are becomingAgency- the belief that one’s actions can make an impactWhat examples really stuck out to you?•Which one are you interested in “trying” on as you become a teacher?•Discuss some of your thoughts
So What….
• Revisit the Big Ideas Chart.– What ideas will you add– What does this mean for you
as a classroom teacher?– What action do you need to
take?
Next Class
Read Miscue Analysis Made Easy (Wiki) and Packet pp. 34-38Look over Improving Reading, Ch. 4 (pp. 281- 325)Bring Packet pp. 79-97 (We will use these to practice in class
on both days next week)
Print off Improving Reading, p. 324 (on the CD)