Module 5

I chose to read chapter ten, which is about technology in foreign and second language instruction. I chose this chapter because using technology to help EL students is not a topic I am very knowledgeable of.  I was interested in learning how I could incorporate it into my future classroom.

Advantages of Integrating Technology:

One of the benefits the chapter discussed was technology motivates students to use new language skills. Technology takes the pressure off of learning new language skills. When allowed to practice their newly learned language skills with mobile devices, EL students could receive a break from the pressure of constantly engaging in class and partner discussions. EL students may be more motivated to practice their skills during this break because they are able to work at their own pace.

Another benefit of integrating technology in foreign and second language instruction is it allows students to "visit" locations and have experiences not available to them in person.  Many EL students have never seen or experienced the vocabulary they are being taught so they have nothing to attach the newly learned words to. Technology enables these students to view pictures of objects or "tour" places the students may not have access to otherwise.

 http://www.bookbox.com/ BookBox is an excellent website where students can view and listen to stories in one language along with second language captions. Students can see the words highlighted as the narrator reads them aloud. The video that goes along with the story also reinforces the text for EL learners.

Disadvantages of Integrating Technology:

The book mentioned that the overall issue for teachers is finding ways of applying technologies that can help address the needs of many differing students for whom English may be a second or even a third language and who may not be literate in any language. Another issue that many teachers face is finding time to use technologies in ways that might enrich the learning experiences while making sure the EL students still meet state required criteria.

I still feel that technology can be used as a part of EL instruction as long as it does not make up the entire curriculum. Students must be able to apply language skills beyond the "screen" to personal conversations with others.

http://files.eric.ed.gov/fulltext/ED492159.pdf This paper, written by William Allan Kritsonis, provides an interesting list of disadvantages of integrating technology into second language instruction.

Specific Activities, Programs, Etc.:
WorldLingo: http://www.worldlingo.com
Google Translate: http://www.translate.google.com 
Simple Wikipedia: http://www.simple.wikipedia.com
VocabGrabber: http://www.visualtheasaurus.com/vocabgrabber
The WorldPenScan by Penpower
The Mixxer
Brainpopp ELL: http://www.brainpopesl.com
Fluent English by Fluentizer
Spanish Flashcards by Declan Software 

Module 4 Flipcharts

Finding Factors with Factor Rainbows

http://www.prometheanplanet.com/en/Resources/Item/173787/finding-factors-with-a-factor-rainbow#.VjThTySNWFI

I chose this flipchart because it uses the factor rainbow strategy my CT uses to teach factors and multiples. I think the students will find this flipchart extremely engaging because of the interactive components. This flipchart will help students learn by doing.

Hardware/ Software:

This flipchart can be used on Promethean board hardware. Promethean boards allow students to interact with instructional material. The pens that are used with the Promethean board enable students to physical move objects on the board. For example, in my chosen flipchart, students can used the pen to draw lines across the factors to create a factor rainbow. The flipchart uses ActiveInspire software. This software allows teachers to create interactive lessons rather than the traditional method of solving math problems on the chalkboard. This software offers pre-made curriculum-aligned games that are engaging to students. The Promethean board hardware and ActiveInspire software have made the way students learn much more engaging and memorable.

Technology Use Based on Problem Solving:

Flipcharts allow students to be active learners. When students are able to move and interact with material, they are more likely to remember the information. Students are also more motivated to learn when repetitive tasks, such as copying down problems, are removed. Flipchart technology moves past these tedious tasks.

Current students have grown accustomed to learning through technology since they were toddlers. Learning by solely reading a textbook no longer works for these students. Teaching with technology provides students with the current method of learning and gives them the technical skills they will need in today’s society.

Essential Conditions for Technology Integration:

One of the most essential needs for technology integration is teacher training in my opinion. I know many teachers who would love to integrate more technology into their classrooms but they simply lack the training to do so. For example, these flipcharts seemed too technical and involved for me to make and use at first sight. However, after a little bit of training, I immediately saw how easy it would be to integrate one into my classroom.

Software Support Tools:

Flipcharts fall under the materials generator software support tool category. These interactive whiteboards enable teachers to present lessons and activities in a much more interactive and engaging way. Flipcharts also improve the efficiency, productivity, and appearance of lessons.

Module 3

Search Engines: Kidtopia

http://www.kidtopia.info

Kidtopia is a search engine created by school librarians for elementary students and teachers.  It is a Google custom search engine that only includes websites recommended by librarians and teachers.  I would feel comfortable with my students relying on Kidtopia for their information because the results are filtered so that only appropriate and credible websites come up.

How can learning to use search engines help you/students find better information?

Knowing how to decide whether a search engine is credible will greatly increase the reliability of the research students and teachers find.  It will also prevent students from coming upon inappropriate information on the Internet.  Learning how to use key words in searches is also a vital research skill. This skill will make the research process much more efficient.  Classroom time should be spent on learning, not searching for websites.

Website Evaluation Video

This video would be a great compliment to a lesson on evaluating websites.  It shows different elements of websites that students can use to evaluate its credibility, including the purpose of the website, domain designators, authors, references, and published dates. I especially like that it compares how we would be skeptical of what strangers say to us on the street to how we should also be skeptical of websites online.

Favorite Website #1: TeacherTube

http://www.teachertube.com

The website is an excellent resource for teachers because it provides instructional videos that can be used in the classroom to compliment lessons.  The site also offers professional development videos created specifically for teachers that provide information about new resources in the education world.

I think that TeacherTube meets some of the criteria for good website design.  The site does include clear text/graphics links and it is easy to navigate.  The front page is slightly long and cluttered so it could be overwhelming for first-time users.  However, I feel the site is still good because it is meant for teachers to use mainly instead of elementary students.

Favorite Website #2:

https://mrssheftelsclass.wikispaces.com

My next website is a class wiki.  I chose this particular class wiki because it had several features I would like to include in my own class wiki.  The homework page link is an excellent weekly reminder for students when they are at home. It is also helpful for keeping parents informed.  The wiki includes a page link specifically for parents as well.  This page describes what is being learned in the classroom currently. Each student also has their own page within the wiki where they upload samples of their work to share with parents and classmates.  This class wiki was extremely easy to navigate and it seemed like the students used it often throughout the year.

Module 2

Commercial Hypermedia Product: Reference Materials

http://kids.britannica.com

I chose the Britannica Kids Online Encyclopedia. The encyclopedia offers reliable online articles, audio, and video.  The site is very easy and efficient for students to navigate. This reference tool supports differentiated learning by offering articles that are written at multiple reading levels. Developing readers could also have the articles read aloud to them. This would be a valuable tool for students to use during research projects.  Teachers can be assured that students are gathering reliable resources at developmentally appropriate levels.  The maps, timelines, photos, and videos are also useful for teachers when introducing new topics to students.

Multimedia Authoring Tool: Hypermedia Production Software

http://mackiev.com/hyperstudio/

I chose HyperStudio 5 because it is an excellent tool for student-created presentations.  This multimedia would be an alternative option for students to use instead of the traditional PowerPoint presentation.  Students are empowered with the ability to draw, type, and video in this tool.  I would love to incorporate the example student-made presentation into my classroom.  The student created a presentation on the Earth's layers, using her own drawings, definitions, and videos of herself. Students are able to insert their own personalities into research-based presentations with this software. I think the amount of control this software gives students will make them much more motivated to do the research.

Video:
The video I chose shows Britannica Kids Online Encyclopedia being used in a fifth grade classroom.  I especially enjoyed the timeline tool that was used to see an overview of historical time periods.  The video also showed the teacher differentiating instruction for his students by allowing some to use headphones and have the articles read aloud to them.  He also discreetly chose the appropriate reading levels for each of his students. The students in this classroom seem much more engaged than if they had simply read a chapter and answered the review questions.

Module 1: Technology Tools for 21st Century Teaching

Word Processing Software

Word processing software is used to create documents consisting of pages with text and graphics in education. Using this software saves time, enhances document appearance, allows sharing of documents, and allows collaboration on documents.  Research shows that word processing software enables teachers and students to create a greater quantity of writing. Some research also shows that the quality of writing is improved as well.  One issue that arises with the use of this software includes questions of what age students should start word processing.  Some educators feel that students’ handwriting skills will be hindered by the use of this software. Other issues that arise include the necessity to teach keyboarding skills, the impact on assessment, and problems with inadvertent errors.

Spreadsheet Software

Spreadsheet software is used in education to put numerical information in row and column format and to make fast calculations.  Using spreadsheet software saves time, organizes displays of information, supports asking “what if” questions, and increases motivation to work with math. Research shows that spreadsheets can be useful tools in many content areas, including math, science, business, and social studies. One issue that arises with the use of spreadsheets is that students who fear math also tend to fear using spreadsheets.  Teachers must take time for students to become comfortable with the software.

Presentation Software

Presentation software is used in education to display text and graphics in slide shows.  Teachers use presentation software because it helps organize thinking about a topic, enhances the impact of spoken information, and allows collaboration on presentations.  One issue that arises with the use of presentation software is the impact it has on the information presented. Often, too much focus is put on the presentation instead of the content.  Issues also arise with the impact of presentation software on teaching style. Depending on how the software is used, the lesson can be become too teacher-centered rather than engaging students in active learning.

Classroom Use

I would like to implement the vocabulary lessons that my cooperating teacher in Lit Block used presentation software for in my future classroom.  The teacher displayed the vocabulary word, its definition, and an image on the first slide. For example, if the vocabulary word was “chilly”, then the image could be of something that is cold like ice.  The teacher would also make slides that showed the vocabulary word used in example sentences with an associated image.  For example, the sentence could be “Sally was chilly in the cold classroom because she forgot her coat at home”. There could also be a picture of a girl shivering without a coat. The teacher also included review game presentations where the students had to choose the right vocabulary word that went with the image on the slide. These presentations seemed to help the students better comprehend the vocabulary words because they could see the words and definitions spelled out.  The images also helped students visualize the word and make a real-world connection to it.