Ch. 9 Technology in English and Language Arts Instruction

     Reading, writing, and critically analyzing written texts are considered fundamental skills for a literate person. However, teachers of English and language arts encounter many issues when teaching these skills and integrating technology into the curriculum. Teachers need to understand the importance of expanding the definition of literacy, exploring new instructional practices, making decisions on keyboarding instruction, creating social learning environments, and working with diverse learners.

     The more students read, the better developed their language and writing skills become. However, we as teachers find it an ongoing challenge to motivate students to read either for study or pleasure. Teachers are turning to the interactive and visual qualities of software and websites to increase motivation for reading and writing. Also, computer-based tracking systems such as Accelerated Reader are designed especially to increase the amount of reading student do for enjoyment. Teachers also find it an ongoing challenge to motivate students to express them in writing. Students especially resist the labor involved in revising research papers and compositions. In addition to word processing, which has been in use for many years, a variety of technology tools and strategies have emerged to spur students desire to write and improve the quality of their written products.

     Ten powerful strategies for using technology to enhance the teaching of reading, writing, and language skills:

1.      Electronic publishing projects to encourage student writing

2.      Electronic pen pal activities to encourage student writing

3.      Internet resources to engage student in literature

4.      Online book clubs

5.      Concept mapping software to help students plan their writing

6.      Talking book to engage students in reading

7.      Alternate formats for writing stories

8.      Threaded discussions to motivate student writing

9.      Blogs and fan fiction websites to motivate student writing

10.  Tracking systems to motivate student writing

Ch. 8 Integrating the Internet into the Corriculum

     Web-based activities have great potential to enhance learning, but they are time consuming to develop and implement and difficult to design in ways that have substantial, positive impact on students learning.  Some of the most exciting distance learning applications call for students to use technology as a means of collaboration so they can address significant problems or issues or communicate with people in other culture throughout the world. There are three general applications: Interpersonal exchanges, information collection and analysis, and problems solving.

     There are many types of Web-based lesson and projects.  These type of web-based projects help address a variety of classroom needs, and it is this match of activity types with needs that defines and shapes integration strategies. Web-based projects are so rich in resources and learning possibilities that each one can usually be used with more than one of the integration strategies.

1.       Electronic pen pals

2.       Electronic mentoring

3.       Electronic field trips

4.       Electronic publishing

5.       Group product development

6.       Problem based learning

7.       Social action projects

     Good activities, projects, and lessons can help students in multiple ways, which include; support for student research, motivation for writing, practice for information literacy skills, visual learning problems and solutions, development of collaboration skills, and multicultural experiences. One featured area throughout the realm of education is reading and writing skills. These strategies in which students write for distance audiences help motivate them to write more and to do their best writing. Overall, I think all of these web-based activities have helped improve education over the years and have aided our students in this ever advancing technological world.

Ch. 7 Distance Learning Tools and the Rold of the Internet in Education

     The U.S. Department of Defense (DOD) developed the first version of the Internet during the 1970s to allow quick communication among researchers working on DOD projects in about 30 locations. These projects were funded by the DOD’s advanced research projects agency, the network was originally called ARPAnet. A person accessing a university network from home or school could also get access to any site connected to that network. This connection began to be called a gateway to all networks, and what we now call the internet was born.

     The name internet means literally between or among networks. The World Wide Web (WWW) is a subset of the internet system. The WW is an internet access service that links sites around the world through hypertext, texts that contain links to other texts. The very first web browser was Mosaic, introduced in 1993. The most common current web browsers are Firefox and Internet Explorer, although others such as Apple’s Safari are also used.

     Current Pitfalls in Internet Use:

1.       Accessing sites with inappropriate materials

2.       Safety and privacy for students

3.       Fraud on the internet

4.       Computer viruses and backing

5.       Copyright and plagiarism issues

     Most schools have found that the best way to prevent access to sites with inappropriate materials is to install firewall software and/or filtering software on individual computers or on the school or district network that connects them to the internet. An additional problem is attacks by hackers, those who seek to gain unauthorized access to computer systems for the purpose of stealing and corrupting data. Overall, the internet has advanced education in so many ways. Students can access research, current events, and other items in a matter of seconds making it easier and more effective to find information. Technology and education will continue to advance in positives ways for years to come.

Ch. 6 Teaching with Multimedia and Hypermedia

     In educational technology, multimedia has been a steadily growing presence for some time. Computer based multimedia learning stations have been used since 1966, and non-computer multimedia methods have been around even longer.  Multimedia simply means “multiple media,” or a combination of media. The media can be still graphics, photographs, sounds, motion, or video. Hypermedia refers to “linked media,” or interactive media. The combination of media such as video and audio with text makes them multimedia; the ability to get from one media/information element to another makes them hypermedia.

    
This chapter focuses on the following six kinds of hypermedia formats: commercial hypermedia software packages, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments, and Web 2.0. Educators use these systems when they see the powerful capabilities they offer to enhance classroom learning. These system aid the student in the following ways; increase motivation, flexible learning modes, development of creative and critical thinking skills, and improve writing and process skills. I think all teachers need to be aware of these software systems and implement them into their lessons/activities when necessary. These are simple yet effective ways to motivate students and engage them into their work.

     Two kinds of interactive books are currently available: interactive storybooks and interactive texts. The first type primarily targets younger students, whereas the second is most often used by older students and adult learners.  Researchers have found that student’s ability to answer comprehension questions was higher when they read stories in an electronic storybook format than when they read them in a traditional book format. Many reference materials are available on CD and DVD at very reasonable cost; in addition, there is increased availability of reference materials on the internet for little to no cost.

    

Ch. 5 Teaching with Software Tools: Beyond the Basic Programs

     This chapter describes six general categories of software support tools, which include the following: materials generators, data collection and analysis tools, graphic tools, planning and organization tools, research and reference tools, and content-area tools. These tools range in importance from nearly essential to nice to have, and in function from presenting instruction to supporting background task that make a classroom run smoothly.

     These tools have been in existence for many years and are constantly being updated with new features and capabilities. Most of the following recent developments have made these tools even more useful in the classroom. Things such as netbooks, PDA’s, and cell phones are constantly developing and enhancing our education systems. Technology is growing worldwide and I think it is vital our students in the United States keep up with the technological advancements taking place on a daily basis. Many of these desktop publishing systems have helped our student in the following ways: practice in grammar, spelling, and communication, methods of reporting research findings, and opportunities for creative works.  One thing I enjoyed reading about in this chapter was student response systems. These systems are a combination of handheld hardware and software that permits each student in a classroom to answer a question simultaneously and permits the teacher to see and display a summary of results immediately.

     Overall, this chapter reflects on many of the advancements made in technology over the years. Every year new technologies are entering the classroom and it is vital teachers and students can effectively use these systems. Technology can be expensive but it is important for our schools to find the necessary funding to implement certain systems.

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

     Three of the most widely used software support tools are word processing, spreadsheet, and database programs. Word processing and other software tools have become not only very popular and extremely useful; they are also an indispensable part of our daily work. Teachers choose them for the qualities and benefits they bring to the classroom and for the potential they offer not only to make more productive use of our time but also to shape and guide the kinds of activities we able to undertake.

     Word processing has had a significant impact on education. Its value to as an aid to teaching and learning is universally acknowledged; word processing has become the most commonly used software in education. It offers many advantages to teachers and students: saves time, enhances document appearance, allows sharing of documents, and allows collaboration of documents. Generally, word processing seems to improve writing and attitudes towards writing only if it is used in the context of good writing instruction and if students have enough time to learn word processing procedures before the study beings. I think at times, word processing procedures can take away from good writing techniques. I think students can develop laziness towards writing because word processing systems are so easy to use.

     Teachers can use spreadsheets to help them prepare classroom materials and complete calculations that they would otherwise have to do by hand or with a calculation. Students and teachers can use spreadsheets for the follow; visual teaching demonstrations, supporting student products, supporting mathematical problem solving, storing and analyzing data, and projecting grades.

     Databases are computer programs that allow users to store, organize, and manipulate information, including both text and numerical data. The uses of databases in education have changed in recent years, due to shifts in instructional focuses and data-keeping requirements. Databases offer the following;  reducing data redundancy, saving time locating and/or updating information, allowing comparisons of information through searches across files, and helping reveal relationships among data.

Ch. 3 Teaching with Instructional Software

     Instructional software is the social relationship between computers and humans. Software is another word for programs written in programming languages. Software designed and developed to make computers function is called system software, whereas programs written to perform tasks such as word processing or tutoring are called applications software or applications programs. Instructional software is applications designed specifically to deliver or assist with student instruction on a topic.

     Software reflects five functions, but in the light of current trends toward multiple-function software packages, teachers may have to analyze a package to determine which instructional function (s) it serves so as to ensure it supports their specific needs.

Five Instructional Software Functions:

            ·         Drill and Practice
            ·         Tutorial
            ·         Simulation
            ·         Instructional Game
            ·         Problem Solving

      In the chapter they discuss the importance of selecting good drill-and-practice software.  It also discusses the benefits of drill and practice which include; immediate feedback, motivation, and saving the teacher time. I agree with a lot of what the book said about practice techniques and the benefits of drill and practice. Teachers and students must be on the same page when incorporating software into lessons and activities. Using software is also a good way to replace worksheets and homework exercises, prepare for test, and enhance student’s technological skills which will benefit them in the future.

     I also enjoyed reading about the Integrated Learning Systems (ILS’s) these are systems that offer computer-based instruction and other resources to support instruction, along with summary reports of student progress through the instruction; all are provided through networked or online sources.