"Together with my very enthusiastic course mates we have boarded that train which will take us deeper into how to integrate Technology into the Reading and Language Arts Curriculum and we know we are in safe hands. We will learn how to UTILIZE and TEACH others to utilize and infuse technology into Literacy"
These were my words after our first day in the CI 566 class. Were they just mere words, wishful thoughts or even an empty prayer? No!, NO!! NO!!!. This blog is the first I have ever created and it was made possible by CI 556. It motivates me a lot.
It has just been 15 weeks with our dedicated and inspiring instructor Dr. Schmidt but these 15 weeks have given me knowledge that will eternally be my treasure; the treasure that I will always share with my students, colleague teachers and all those who need it.
What can I say to Dr. Schmidt and all of you my course mates but THANK YOU FOR SHARING YOUR KNOWLEDGE AND EXPERIENCES WITH ME!!!!!
Before taking this class, I used to read people's postings on their blogs and say wow! But today I sat down and reflected upon all that we have done this semester and read all that I posted on my blog and I said: WOW!!!.
Tuesday, December 9, 2008
The Mere Belief of Social Interaction
Ever since we discussed the potential of social networking sites for classroom teaching and learning, I have developed a great interest in how this new technology can be adopted in the classroom. I have, therefore been reading a lot about it and I even decided to conduct a quantitative research on this. I an almost through with my analysis and I hope to share the findings with you. However, I would like to share an article that a found when I was doing my literature review for my study. It is by Bailenson, Schwartz and Okita (2007).
The Mere Belief of Social Interaction
Bailenson, Schwartz and Okita investigated the impact of network environments such as Second Life on students’ performance on tasks and concluded that people learn more deeply if they believe they are interacting with another person. The study involved 35 adult participants. They interacted with a computer agent for 10 minutes under two conditions: Avatar condition and Agent condition. In the first condition, the participants heard that they were interacting with a person whom they had met earlier in a waiting room. In the Agent condition, participants heard they were interacting with a computer agent. The interaction was on fever mechanism and the participants had to answer comprehension questions after the two interactions. The results showed that participants in the Avatar condition performed 20% better on both old and new questions, and they went beyond the information provided by the computer. The researchers concluded that socializing computer learning environments enhances learning.
For me, the implication of this finding for us as teachers is that every technology-mediated activity that we ask our students to do in the classroom should be one that promotes interaction. It is should be seen as a sine qua non for the success of any technology infused lesson.
Reference:
Bailenson, J., Schwartz, D., and Okita, S. (2007). The Mere Belief of Social Interaction. The Learning in Informal and Formal Environments (LIFE) Center. Retrieved November 16, 2008, from
http://life-slc.org/?m=200703
The Mere Belief of Social Interaction
Bailenson, Schwartz and Okita investigated the impact of network environments such as Second Life on students’ performance on tasks and concluded that people learn more deeply if they believe they are interacting with another person. The study involved 35 adult participants. They interacted with a computer agent for 10 minutes under two conditions: Avatar condition and Agent condition. In the first condition, the participants heard that they were interacting with a person whom they had met earlier in a waiting room. In the Agent condition, participants heard they were interacting with a computer agent. The interaction was on fever mechanism and the participants had to answer comprehension questions after the two interactions. The results showed that participants in the Avatar condition performed 20% better on both old and new questions, and they went beyond the information provided by the computer. The researchers concluded that socializing computer learning environments enhances learning.
For me, the implication of this finding for us as teachers is that every technology-mediated activity that we ask our students to do in the classroom should be one that promotes interaction. It is should be seen as a sine qua non for the success of any technology infused lesson.
Reference:
Bailenson, J., Schwartz, D., and Okita, S. (2007). The Mere Belief of Social Interaction. The Learning in Informal and Formal Environments (LIFE) Center. Retrieved November 16, 2008, from
http://life-slc.org/?m=200703
Tuesday, December 2, 2008
The Concept of Audio Pen Pals (APP)
Audio Pen Pals involves the use of recorded language as a means of communication between Pen Pals in place of the traditional written language. Jennifer Billig, wrote in 2007 that “Pen Pal Friendships Go Modern With E-mail, Video Mail and Audio Mail. Pen pal friendship is a way of not only making new friends but also learning about new cultures. In today's society, a pen pal does not necessarily mean one of the traditional sense of snail mail but can mean video pen pals, audio pen pals or e-mail pen pals”.
Colleagues, what do you think about the potential of this new technology for Teaching and Learning Language?
“Pair taping: Increasing motivation and achievement with a fluency practice”
I found this research article by Schnieder (2001) very informative and eye-opening. There are times that we are tempted to throw some of the old technologies away just because they have been around for a long but not because they are less useful. The findings of Schneider's resent research shows how an "old" technology like taping can still be a very effective tool for teaching and learning.
Schnieder conducted a classroom research and investigated how to increase the motivation and achievement of EFL learners through the use of Pair taping. He explains Pair taping as “a fluency practice in which learners record themselves speaking freely in pairs.” Participants in the study were 50 second-year Japanese university students. The study was based on the expectancy-value model of motivational achievement which holds that the extent of future expectancy to succeed depends on what individuals attribute their past successes or failures to, whether to a stable factor such as ability, or to less stable ones like effort, luck, or task difficulty. This theory was complemented by the intrinsic/extrinsic motivation models
A preliminary study of pair taping was conducted with second-year Japanese college learners in their eighth or more year of studying English; this was followed by the main study. Quantitative measures were used to collect and analyze data and a factor analysis was performed on the data gathered through questionnaire with Microsoft SPSS-X 9.0,
The results showed that more than those who remained in class (28), learners who chose pair taping (73) reported increases in ease of speaking English, self-confidence about speaking English, motivation for improving their spoken English, relaxation in speaking English, enjoyment of speaking English, and improvement in speaking English. Factor analysis results mirrored those with the expectancy-value theory of motivated achievement, suggesting that learner improvement was related to their increased confidence and their increased motivation to improve to their increased enjoyment of speaking English.
The implication drawn from the results underlines the importance of pair taping in teaching and learning language. It was noted that if teachers use pair taping they will help students to increase their enjoyment of speaking English as well as the motivation to continue studying speaking English
For me this is a useful reminder to access technology not according to time but its effectiveness
Schneider, P. H (2001). “Pair taping: Increasing motivation and achievement with a fluency practice”. TESL-EJ. Vol. 5. No. 2. Sept.
Great Job Tom
I read the following posting from Free Technology for Teachers and I just want to cite it here to say THANK YOU to all people like Tom who are making such great sacrifices to help improve education in Africa and other places in the world. Tom Brady Goes Into His Pocket for OLPC |
Wednesday, November 12, 2008
Digital Storytelling Project (Some Reflections)
This week I had to submit my class project on Digital Storytelling. With most technology-based activity digital storytelling has its own challenges but some really cools ways for making abstract ideas and concepts very concrete and real.
I learned some good lessons in doing this projects that I think are worth reflecting upon as we strive to become ambassadors of Technology in Education.
Firstly, I learned that one secret for success in technology use is SEEING FRUSTRATIONS AS MOMENTS AND OPPORTUNITIES TO DISCOVER NEW WAYS OF DOING THINGS. I had to go through a lot of frustrations in completing this projects but like Dr, Schmidt said in class today, I learned through those opportune moments that seemed like failures. Indeed, we learn better when do not give up but look for solutions to problems. The joy and relieve that comes from not giving up but making all the efforts to let technology respond to your particular need is beyond measure.
Secondly, I have come to see digital storytelling as a very effective way to construct identity though writing. As I told my English 101 class today, each learner construct an identity through literacy though many teachers and learners may not pay any conscious attention to what sort of identity they are developing though literacy. As I did my story, it moved from being just a narrative of what had happened in my life to a concrete picture of who I was, events and people who have shaped my life and so what and who I am today. I identified my philosophy of life though the digital storytelling in a way that all those verbal narratives of the same events in the past have never revealed to me. I strongly recommend this technology-based approach to teaching narratives to all teachers and practitioners who believe that literacy in general and writing in particular should help the learner come to understand who she/he is.
Colleagues, I would like to know any ideas that you have about how we can help our students construct their identity though technology-based literacy.
I learned some good lessons in doing this projects that I think are worth reflecting upon as we strive to become ambassadors of Technology in Education.
Firstly, I learned that one secret for success in technology use is SEEING FRUSTRATIONS AS MOMENTS AND OPPORTUNITIES TO DISCOVER NEW WAYS OF DOING THINGS. I had to go through a lot of frustrations in completing this projects but like Dr, Schmidt said in class today, I learned through those opportune moments that seemed like failures. Indeed, we learn better when do not give up but look for solutions to problems. The joy and relieve that comes from not giving up but making all the efforts to let technology respond to your particular need is beyond measure.
Secondly, I have come to see digital storytelling as a very effective way to construct identity though writing. As I told my English 101 class today, each learner construct an identity through literacy though many teachers and learners may not pay any conscious attention to what sort of identity they are developing though literacy. As I did my story, it moved from being just a narrative of what had happened in my life to a concrete picture of who I was, events and people who have shaped my life and so what and who I am today. I identified my philosophy of life though the digital storytelling in a way that all those verbal narratives of the same events in the past have never revealed to me. I strongly recommend this technology-based approach to teaching narratives to all teachers and practitioners who believe that literacy in general and writing in particular should help the learner come to understand who she/he is.
Colleagues, I would like to know any ideas that you have about how we can help our students construct their identity though technology-based literacy.
Wednesday, October 29, 2008
LEARNING IN HAND
PERSONAL DIGITAL ASSISTANTS (PDAs)
AS A TOOL FOR CLASSROOM BASED LEARNING
PDAs have become tools for teaching and learning and a number of teachers have adopted handhelds and pocket PCs technologies into their lessons. An example of this is a technology-based lesson plan designed by Stephanie Beisch on Vocabulary learning found on the website : learninginhand.com
The lesson was designed to help 6-8 graders increase their vocabulary. The content area for this lesson can therefore be rightly identified as Language Arts.
The goal of the lesson include helping students to learn the meaning of new vocabulary words, locate synonyms for each vocabulary word, collect and store definitions and synonyms in their database’ and create programs that will enhance others’ learning.
The vocabulary is learned using a technology called Noah Lite.
On a whole, the lesson can be said to follow the constructivist approach to teaching. The lesson is very much student-centered and the teacher is a guide or helper. A critical look at the procedures involved in the lesson reveals that it encourages creativity and innovation among the students. For instance, students create an animation that describes their assigned word and share their original animations to each other.
It also promotes interaction among students and helps them develop their analytical skills since they are to create their own quizzes at the end of the lesson.
Besides, I think Stephanie Beisch does a very good job by providing options for the students in the lesson plan so that they do not remain at the recall level but can actually apply the concept to similar and even higher levels of syntactic and discourse organization.
I think this lesson plan provides a good example of how such PDAs can be used effectively in the classroom.
Wednesday, October 22, 2008
DIGITAL STORY TELLING
My first experience with digital story telling was with Dr. Thompson in the CI 505 class. Since then I have used the concept on two occasions to teach Narratives in Academic Writing. I am always trilled with the personal touch that my students give to their narrations. One thing that stands out is that they love to tell the stories from their personal point of view and in a more reflective way than they usually do on paper.
I can't wait to have more knowledge and experience with Digital Story Telling.
I can't wait to have more knowledge and experience with Digital Story Telling.
Wednesday, October 15, 2008
SOMETHING FOR DISCUSSION IN CLASS TODAY
I FOUND THIS DEBATABLE ARTICLE FROM LITERACY IS PRICELESS AND I REALLY NEED YOUR OPINION ON THIS ISSUE, COLLEAGUES.
Articles
Digital debate: Prepare kids for exams or life? - eSchoolNews Article
An Australian educator’s decision to let students use cell phones and the internet during exams has prompted a global dialog about the nature of 21st-century assessment–and whether the definition of cheating should be changed in light of ubiquitous technology use. (article excerpt)
WHAT DO YOU THINK ABOUT THIS?
Articles
Digital debate: Prepare kids for exams or life? - eSchoolNews Article
An Australian educator’s decision to let students use cell phones and the internet during exams has prompted a global dialog about the nature of 21st-century assessment–and whether the definition of cheating should be changed in light of ubiquitous technology use. (article excerpt)
WHAT DO YOU THINK ABOUT THIS?
POD CASTING IN ACADEMIC WRITING
My goal this past week in my English 101C class was to draw students attention to the fact that they can integrate the development of writing, speaking, listening and reading skills in their writing class. This is to get them stop compartmentalizing the development of these language skills.
I, therefore, introduced them to using Pod casting to report their findings from a survey that they are doing in groups for the EN G 101c class.
They seem enthusiastic about the idea of making an oral presentation in the form of a Podcast which will be 50% of their grade on the survey paper. They will be doing the presentations next week and I am very eager to see how they will do on this task and whether they will be motivated to do something like that on their own for the rest of the projects they will be doing in the class.
If it turns out very good, I will do a pilot study on this for a possible conference paper.
I, therefore, introduced them to using Pod casting to report their findings from a survey that they are doing in groups for the EN G 101c class.
They seem enthusiastic about the idea of making an oral presentation in the form of a Podcast which will be 50% of their grade on the survey paper. They will be doing the presentations next week and I am very eager to see how they will do on this task and whether they will be motivated to do something like that on their own for the rest of the projects they will be doing in the class.
If it turns out very good, I will do a pilot study on this for a possible conference paper.
MEETING THEM WHERE THEY ARE AND GUIDING THEM TO WHERE THEY NEED TO BE
Student today live, sleep and wake up with IPods. Many love to read and listen, and watch a lot of “thing” using the IPod but show little love for reading books.
This week I did a lot of reading on Podcasting and video games in the reading/ writing class. I listened to a number of Podcasts form ITunes and I was very impressed with how this technology could be used in the classroom to ensure creativity, collaboration among students and help make learning materials more authentic. I think it can be a very powerful tool for cooperative learning if used effectively.
I read about teacherspodcast.org. in Literacy is Priceless and visited the site. Colleagues, I think there are wonderful examples of how we can use Pod casting to create the sort of 21st century classroom that Dr. Schmidt zealously encourages us to aim at.
Something worth pondering
Reading Literacy is Pricelss I found that the New York Times published a very interesting article by Motoko Rich titled, “Using Video Games as Bait to Hook Readers.”
“You can’t just make a book anymore,” said Mr. Haarsma, a former advertising consultant. Pairing a video game with a novel for young readers, he added, “brings the book into their world, as opposed to going the other way around.”
Colleagues, what are your reactions to this assertion? How can we use these tools to meet them where they are and help them reach where they need to be in today’s 21st Literacy?.
This week I did a lot of reading on Podcasting and video games in the reading/ writing class. I listened to a number of Podcasts form ITunes and I was very impressed with how this technology could be used in the classroom to ensure creativity, collaboration among students and help make learning materials more authentic. I think it can be a very powerful tool for cooperative learning if used effectively.
I read about teacherspodcast.org. in Literacy is Priceless and visited the site. Colleagues, I think there are wonderful examples of how we can use Pod casting to create the sort of 21st century classroom that Dr. Schmidt zealously encourages us to aim at.
Something worth pondering
Reading Literacy is Pricelss I found that the New York Times published a very interesting article by Motoko Rich titled, “Using Video Games as Bait to Hook Readers.”
“You can’t just make a book anymore,” said Mr. Haarsma, a former advertising consultant. Pairing a video game with a novel for young readers, he added, “brings the book into their world, as opposed to going the other way around.”
Colleagues, what are your reactions to this assertion? How can we use these tools to meet them where they are and help them reach where they need to be in today’s 21st Literacy?.
Wednesday, October 8, 2008
Wednesday, October 1, 2008
Motivation and Technology in the Classroom
This week, I have been reflecting on how to motivate students to love using technology in the classroom.
I have been using some technology such as Google doc., Inspiration and Compleat Lex tutor to teach academic writing. During my one-to-one conference with my students I found out that there are about four of them who prefer using technology for entertainment and not for academic work in the classroom. I have been looking for ways to help them come to appreciate technology not only as a tool for entertainment but also a tool for academic work.
I have come to realize that learners bring different perspectives to the technology based classroom. While some are highly motivated, others are very passive about using technology in the classroom and still others do not want to use technology for academic work, especially in the classroom. I think that all three groups need to be motivated. Those who show high motivational intensity towards using technology to study in the classroom will have to be helped to maintain their level of motivation and those who are less motivated require careful guidance from pedagogical applications to this approach.
Making students aware that learning through multimedia technology demands new learning strategies and self-directed learning is a crucial first step.
Do you have some ideas on this?
I have been using some technology such as Google doc., Inspiration and Compleat Lex tutor to teach academic writing. During my one-to-one conference with my students I found out that there are about four of them who prefer using technology for entertainment and not for academic work in the classroom. I have been looking for ways to help them come to appreciate technology not only as a tool for entertainment but also a tool for academic work.
I have come to realize that learners bring different perspectives to the technology based classroom. While some are highly motivated, others are very passive about using technology in the classroom and still others do not want to use technology for academic work, especially in the classroom. I think that all three groups need to be motivated. Those who show high motivational intensity towards using technology to study in the classroom will have to be helped to maintain their level of motivation and those who are less motivated require careful guidance from pedagogical applications to this approach.
Making students aware that learning through multimedia technology demands new learning strategies and self-directed learning is a crucial first step.
Do you have some ideas on this?
Wednesday, September 24, 2008
Social networking, A Tool for Modern Literacy
This piece is my reflection on Social networking as a Tool for Modern Literacy.
The Internet has brought about online communities established through e-mails, instant messaging services etc that seem to be growing faster than. Majority of our students today join these communities to share interests and activities. Social networking has created powerful new ways to communicate and share information and despite all the challenges that come with social networking, it can be turned into effective TOOLS for teaching and learning.
Research has shown that “While social networking sites can increase a person's circle of friends, they also can increase exposure to people with less than friendly
intentions.” (http://www.onguardonline.gov/topics/social-networking-sites.aspx). However, I personally think that like every tool, social networking has its positive and negative sides, strengths and weaknesses and this should not lead to a decision to abandon that tool altogether. Rather, one must maximize the positive side of it and try to control the negative influences.
I agree with Kajder (2005) that creating communities for writers help students
to become literate in their own voices and to see writing as a tool for thinking. It is only when students can identity their own voice in writing and that they can construct identity through literacy.
It is, therefore, important for instructors to provide children and the people with learning challenges effective access to technology that can help them become members of social networks that can be used to promote literacy development.
As Baugh (2000) points out, this idea of introducing learners to technology must begin with children learners. We need to empower them at the early stages of literacy to see technology not as an end in itself but as a TOOL, and therefore a means to an end. “Integrating keyboarding instruction with content learning promotes viewing the computer as a productivity tool rather than another subject “(Baugh ,2000).
As Stewart et all. ( 2007) rightly point out, the Universal Design for Learning (UDL) principles supported by technology can provide the flexibility necessary for helping all students overcome the challenges that come with modern technology use in teaching and learning.
The Internet has brought about online communities established through e-mails, instant messaging services etc that seem to be growing faster than. Majority of our students today join these communities to share interests and activities. Social networking has created powerful new ways to communicate and share information and despite all the challenges that come with social networking, it can be turned into effective TOOLS for teaching and learning.
Research has shown that “While social networking sites can increase a person's circle of friends, they also can increase exposure to people with less than friendly
intentions.” (http://www.onguardonline.gov/topics/social-networking-sites.aspx). However, I personally think that like every tool, social networking has its positive and negative sides, strengths and weaknesses and this should not lead to a decision to abandon that tool altogether. Rather, one must maximize the positive side of it and try to control the negative influences.
I agree with Kajder (2005) that creating communities for writers help students
to become literate in their own voices and to see writing as a tool for thinking. It is only when students can identity their own voice in writing and that they can construct identity through literacy.
It is, therefore, important for instructors to provide children and the people with learning challenges effective access to technology that can help them become members of social networks that can be used to promote literacy development.
As Baugh (2000) points out, this idea of introducing learners to technology must begin with children learners. We need to empower them at the early stages of literacy to see technology not as an end in itself but as a TOOL, and therefore a means to an end. “Integrating keyboarding instruction with content learning promotes viewing the computer as a productivity tool rather than another subject “(Baugh ,2000).
As Stewart et all. ( 2007) rightly point out, the Universal Design for Learning (UDL) principles supported by technology can provide the flexibility necessary for helping all students overcome the challenges that come with modern technology use in teaching and learning.
Tuesday, September 23, 2008
REFLECTIONS ON CLASS ACTIVITIES
For me, what is motivating about our software discussions in the CI 556 course is that we don't just look at theoretical concepts behind various types of software but actually do "hands-on" tasks with those software in order to have a feel of how it works and the kind of learning strategies and skills that can be developed by students who use these technologies. These activities help me address the burning question I have on my heart as a ESL teacher in Ghana : How can I help promote the use of modern technology in teaching Reading and Writing to ESL students in Ghana?
The class activities on Comic Life, Bailey's Book House, Kid Pix Duluxe and Bookflix gave me some food for thought.
Reflecting on our discussions on Comic life and Kid Pix Duluxe in class, I came to the conclusion that these two software can promote students' creativity and innovation because students can generate new ideas, products and processes and create original works of personal or group expressions. This creativity and innovation is what I see lacking in Bailey's Book House.
As a teacher, using such software in my instruction will help me facilitate and inspire student learning activities because I will be promoting creativity and innovative thinking and inventiveness.These can help promote communication and collaboration among students because they can interact on and collaborate as they work on common projects with peers, learn how to communicate ideas and information to multiple audience. Comic Life and Kid Pix Duluxe will also help students develop critical thinking and decision making strategies.
My motive for using Bookflix will be because digital images are very effective in aiding comprehension among students with various learning styles. This software can help me as a teacher to design and develop digital-age learning experiences and assessments, an approach that will make my teaching very effective.
As I sum up my reflection on these software, I recall that imortant advice that was given by Bull and Bell(2005) that the aim for using digital images in teaching should be to help students ACQUIRE, ANALYZE, CREATE AND COMMUNICATE.
The class activities on Comic Life, Bailey's Book House, Kid Pix Duluxe and Bookflix gave me some food for thought.
Reflecting on our discussions on Comic life and Kid Pix Duluxe in class, I came to the conclusion that these two software can promote students' creativity and innovation because students can generate new ideas, products and processes and create original works of personal or group expressions. This creativity and innovation is what I see lacking in Bailey's Book House.
As a teacher, using such software in my instruction will help me facilitate and inspire student learning activities because I will be promoting creativity and innovative thinking and inventiveness.These can help promote communication and collaboration among students because they can interact on and collaborate as they work on common projects with peers, learn how to communicate ideas and information to multiple audience. Comic Life and Kid Pix Duluxe will also help students develop critical thinking and decision making strategies.
My motive for using Bookflix will be because digital images are very effective in aiding comprehension among students with various learning styles. This software can help me as a teacher to design and develop digital-age learning experiences and assessments, an approach that will make my teaching very effective.
As I sum up my reflection on these software, I recall that imortant advice that was given by Bull and Bell(2005) that the aim for using digital images in teaching should be to help students ACQUIRE, ANALYZE, CREATE AND COMMUNICATE.
Wednesday, September 10, 2008
EXAMINATION OF SOFTWARE
It is often said that "When you do not know where you are going every road seems right!" That is why i couldn't agree more with Bransford (1999) that as teachers we need to know how people learn in order to be able to effectively adopt modern technology in the teaching and learning process.
I strongly think that in addition to knowing how people learn we must also heed the call by (McKenzie 2003) to evaluate softwares before we buy and use them in teaching and learning.
In doing so, we need to be aware that whatever Taxonomy we use in categorizing and assessing softwares A VERY IMPORTANT FACTOR TO CONSIDER IS HOW THE SOFTWARE DESIGN ADDRESSES BOTH EDUCATIONAL OBJECTIVES AND COGNITION. THIS APPROACH WILL ENSURE THAT THE LEARNER IS PUT FIRST IN THE APPLICATION OF TECHNOLOGY IN INSTRUCTION.
I ,therefore, find McKenzie (2003)'s proposed evaluation criteria very helpful. Indeed, if practitioners will carefully evaluate software from the point of view of its CONTENT, INTERFACE, DESIGN and DOCUMENTATION in relation to the learner then we shall be promoting technology not as an end in itself but as an educational tool. It is in this way that technology can help us stimulate multiple intelligences and achieve educational objectives.
As instructors who know where we are going with our students, it is our responsibility to choose the right paths (softwares) that will help us get the students there in such a way that when we can't carry own they can go on.
I strongly think that in addition to knowing how people learn we must also heed the call by (McKenzie 2003) to evaluate softwares before we buy and use them in teaching and learning.
In doing so, we need to be aware that whatever Taxonomy we use in categorizing and assessing softwares A VERY IMPORTANT FACTOR TO CONSIDER IS HOW THE SOFTWARE DESIGN ADDRESSES BOTH EDUCATIONAL OBJECTIVES AND COGNITION. THIS APPROACH WILL ENSURE THAT THE LEARNER IS PUT FIRST IN THE APPLICATION OF TECHNOLOGY IN INSTRUCTION.
I ,therefore, find McKenzie (2003)'s proposed evaluation criteria very helpful. Indeed, if practitioners will carefully evaluate software from the point of view of its CONTENT, INTERFACE, DESIGN and DOCUMENTATION in relation to the learner then we shall be promoting technology not as an end in itself but as an educational tool. It is in this way that technology can help us stimulate multiple intelligences and achieve educational objectives.
As instructors who know where we are going with our students, it is our responsibility to choose the right paths (softwares) that will help us get the students there in such a way that when we can't carry own they can go on.
Wednesday, September 3, 2008
FIRST DAY OF CI 556 WITH DR. DENISE SCHMIDT
Before our first meeting in class I just kept wondering what this whole idea of integrating Technology into the Reading and Language Arts Curriculum meant. I was at sea as to what exactly it was that I had gotten myself into by signing up for CI 556 at Iowa State University . But as the saying goes: " The first cut is always the deepest"; and this is what that first day of introduction to the course did for me. Not only did that beautiful introduction clear my confusion but it also succeeded in convincing me that I cannot give what I don't have and that I need to first love technology to be able to get my students to love it; that I need to first utilize it to be able to infuse it into any type of curriculum.
Together with my very enthusiastic course mates we have boarded that train which will take us deeper into how to integrate Technology into the Reading and Language Arts Curriculum and we know we are in safe hands. We will learn how to UTILIZE and TEACH others to utilize and infuse technology into Literacy
Together with my very enthusiastic course mates we have boarded that train which will take us deeper into how to integrate Technology into the Reading and Language Arts Curriculum and we know we are in safe hands. We will learn how to UTILIZE and TEACH others to utilize and infuse technology into Literacy
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