MAEPD Spring Institute

1. MAEPD Spring Institute Making Technology Work for You and Your Students Dr. Debra Hargrove Susan Pittman-Shetler

2. Can you find the answers to these questions? • Who thought of Daylight Saving Time? • What is the smallest republic in the world? • What was the first known mathematical puzzle? • What is the world's smallest primate? • What were the first animals to fly in a manmade device? • The new Green Bank Telescope is the largest fully-steerable dish antenna in the world. How big is it? • What city has hosted the most Democratic National Conventions? • Who was the Republican Party's first candidate for U.S. President? • What is the deepest lake in the world? • What were the highest wind gusts ever recorded? • What was the per acre price Russia received for Alaska in 1867? • Who invented ice cream? • How big are the numbers on Big Ben? • Where was the first traffic light installed?

3. Technology and the Adult Education Classroom Objectives • Understand the benefits of using technology in the classroom • Review instructional materials and resources from the Internet • Identify resources, games, activities, and other material for your classroom

4. Technology and the Adult Education Classroom “..properly used, technology can enhance the achievement of all students…” U.S. Department of Education

5. I Know What You’re Thinking… “I’m not using my own computer.I won’t be able to bookmark any of the websites we visit today”

6. Social Bookmarking Heard of any of these?

7. Thank Goodness for “This guy” http://www.youtube.com/watch?v=x66lV7GOcNU The Common Craft Show

8. It’s Just Del.icio.us! Social Bookmarking is the practice of saving bookmarks to a public Web site and “tagging” them with keywords. How to Begin register with a social bookmarking site store your bookmarks add tags of your choice designate individual bookmarks as public or private Ready?http://del.icio.us

9. Technology and the Adult Education Classroom How Does Technology Enhance Student Achievement? Basic Skills Instruction • Computer-assisted instruction for drill • Multi-media software - teach to a variety of learning styles • Video and audio technologies - bring material to life • All forms - develop new skills related to use of technology itself, necessary in the workplace

10. Technology and the Adult Education Classroom How Does Technology Enhance Student Achievement? Advanced Skills Instruction • Interactive educational technologies, including: • Computer-generated simulations • Internet • CD-ROM • DVD • Students learn to: organize complex information, recognize patterns, draw inferences, and communicate findings • Learn better organizational and problem-solving skills

11. Technology and the Adult Education Classroom • Evaluate the Web Page • Ask Questions • Who is the author? (individual, organization, agency) • Who is responsible for the page if there is no personal author listed? • Is the page current or is it stale? • Undated factual or statistical data is no better than anonymous information. • What are the author’s credentials on the subject? • Is it merely an opinion? • Is it an extreme view, distorted, or exaggerated?

12. Technology and the Adult Education Classroom • Evaluate the Web Page • Ask Questions • Look for indicators of quality • Are sources documented with footnotes or links? • Do the links work? • If it contains reproduced information, is it complete, not altered? • Does the site have permission to use the material? • Are there links to other sources on the topics? • Are the links well chosen, organized, and in working order? • Do the links express other viewpoints? • Do other web pages link to the page? • Use www.alexa.comto find other sites that link to that page.

13. Technology and the Adult Education Classroom • Evaluate the Web Page • Ask Questions • Why was the page put on the web? • Inform, give facts, or data • Explain, persuade • Sell • Share • Disclose • What is the tone of the page – humorous, ironic, satirical, argumentative? • Does the site have permission to use the material? • Is the information really good enough? • Equivalent to what you would find in a print publication? • Are you objective about the content? http://www.lib.berkeley.edu/TEachingLib/Guides/Internet/EValuate.html

14. Technology and the Adult Education Classroom • Evaluate the Web Page • Authority and Accuracy • OncoLink (http://oncolink.upenn.edu) • Tobacco Control Archives (http://www.library.ucsf.edu/tobacco/index.html) • Asia Pacific Research Online (http://www.ciolek.com ) • Dihydrogen Monoxide (http://www.dhmo.org) • Objectivity • Consumer Reports Online (http://www.consumerreports.org) • BeefNutrition.org (http://www.beefnutrition.org) • Currency and Coverage • USA Today (http://www.usatoday.com ) • Roget's Thesaurus (http://humanities.uchicago.edu/forms_unrest/ROGET.html) • CNN (http://www.cnn.com )

15. Technology and the Adult Education Classroom It’s Your Turn • Use the Website Evaluation Form • Check out the following sites • How Things Work http://www.howthingswork.com • Practical Money Skills http://www.practicalmoneyskills.com • Word Play http://www.wolinskyweb.net/word.htm

16. Technology and the Adult Education Classroom Tips for Technology Use • Put computer use in context – discussions before and after • Have students work together • Give real-life assignments • Use drill software sparingly & strategically • Use the Internet to expand student’s world

17. Technology and the Adult Education Classroom Technology Can • Enrich student learning and motivation Technology Cannot • Replace the personal touch • Teach on its own

18. Technology and the Adult Education Classroom How is Technology Used? • Create lessons • Provide drill and practice skills • Access lesson plans on the Web How Technology Could be Used? • Have students create products/projects • Use email to encourage writing and learning • Use models and simulations • Provide electronic field trips

19. Technology and the Adult Education Classroom When Dale formulated the cone of experience, computers were not a part of educational or home settings, so they aren't part of the original cone. Computer technology • actively engages the learner, who uses • seeing, • hearing, • physical activity at the keyboard, and • a range of thinking skills

20. Technology and the Adult Education Classroom Question to Ask  • Where will the student's experience with this resource fit on the cone? How far removed from real life experience is it? • What kind of learning experience do I want to provide students through the resources I bring to them? • What will this resource add to developing students' ability to apply knowledge and skills in daily life?     • How does this resource augment the verbal and visual (maybe) symbols supplied in the textbook?     • What and how many senses can learners use when interacting with this resources?

21. Components of Reading • Alphabetics • Fluency • Vocabulary • Comprehension • Reading Research Working Group • National Institute for Literacy • 2005

22. Sight Word Technology Check • Dolch List http://www.theschoolbell.com/Links/Dolch/Dolch.html • Fry List http://www.nifl.gov/readingprofiles/Instant_Words.pdf • General Service List http://jbauman.com/aboutgsl.html • Signal Words http://www.nifl.gov/readingprofiles/Signal_Words.pdf • Academic Word List • http://language.massey.ac.nz/staff/awl/ • http://web.uvic.ca/~gluton/awl/(exercises)

23. Vocabulary Profiler Using a Vocabulary Profiler What do they really know if I teach these lists of words? http://www.lextutor.ca/vp/eng/

24. Reading Rate & Fluency – WARF Speed Ahead! Reading Rate The speed with which you read with understanding. Reading Fluency The speed and ease with which one reads connected text aloud with accuracy, speed, and appropriate phrasing.

25. Building Fluency • Repeated and Monitored Oral Reading • Teacher Modeling • Paired (Partner) Reading • Tape-Assisted Reading • Chunking • Silent Reading • Neurological Impress • Fluency Development Lessons • Use activities from the web, such as trying one of the tongue twisters with a fellow participant • http://www.geocities.com/Athens/8136/tonguetwisters.html

26. Reading Rate – How Fast Should My Students Read? - Average Rates with Comprehension

27. Timed Readings to Improve Rate Reading rate – the number of words read correctly by the total amount of reading time (the slower the reading rate, generally the poorer the comprehension) Improve rate through timed readings Print Technology

28. Power Reading Technology Check • http://iep.uta.edu/Rochelle/TimedReadings/TimedReadingIndex.html (#20, 33, 35, 38, 45 only) • http://www.readingsoft.com/ • http://college.hmco.com/collegesurvival/watkins/learning_companion/1e/students/timed_reading.html • http://web2.uvcs.uvic.ca/elc/studyzone/570/pulp/hemp3.htm

29. Stages of Word Knowledge • I never saw or heard the word before. • I’ve heard it, but I don’t know what it means. • I recognize it in context – it has something to do with… • I know it and I can tell you what it means. (In other words, I can use the word.) profligate, sycophant, arcane, nadir, truculent, promulgate, umbrage, fractious

30. Vocabulary Technology Check Word Play http://www.wolinskyweb.net/word.htm Vocabulary University http://www.vocabulary.com/ Heteronym Homepage http://www-personal.umich.edu/~cellis/heteronym.html

31. Background Knowledge – What Do They Really Know? By first activating a student’s prior knowledge, you can assist students in: • Using information gained from academics as well as personal interests, television, job experience, and peer interaction to better understanding a passage • Developing a framework into which additional ideas can be added and remembered • Discussing their ideas and experiences with others • Seeing a connection between personal and text knowledge • Understanding and respecting diversity

32. Comprehension – The Reason for Reading Comprehension results from an interaction among the reader, the strategies the reader employs, the material being read, and the context in which reading takes place. I see what you mean. I hear what you’re saying I’ve got a hold of that.

33. Comprehension – Common Strategies • Clunking and Chunking • GIST • SQ3R • Learning Logs • BCDE • About Point • KWL • Graphic Organizers • Scaffolding • Double Entry Diaries • Cornell Notes What can technology add to all of this?

34. Comprehension Technology Check • NALD http://www.nald.ca/netlinks/ed_res_l.htm • Critical Reading http://www.criticalreading.com/ • Reading Assessment Sites for the Teacher • Reading Profile http://www.nifl.gov/partnershipforreading/adult_reading/adult_reading.html • The Word Meaning Test and Morehttp://www.nifl.gov/readingprofiles/MC_Site_Map.htm

35. “I need some high interest, low readability materials.” The California Distance Learning Project Articles and follow-up questions at several different difficulty levels on many topics. http://www.otan.us/login/login.cfm Awesome Stories http://www.awesomestories.com/index2.htm The Learning Edge http://www.thewclc.ca/edge/issue4/

36. “I need some high interest, low readability materials." • City Family Magazine (Spanish translations available) http://www.cityfamily.org • Voices of America News articles for English learners (low intermediate) http://www.voanews.com/specialenglish/

37. Authentic Instruction Websites • Authentic Instruction • Draws on real life experiences, news and events that are currently happening • The CNN Learning Resources Sitehttp://www.literacynet.org/cnnsf/ • USA Today in the Classroomhttp://www.usatoday.com/educate/projects/projects.htm Both websites will help students practice reading for fluency and comprehension by using material that is relevant and meaningful.

38. What Do Students Need to Know to be Better Writers? • Mechanics and Usage • Parts of Speech • Rules of punctuation • Sentence structure • Words, Words, Words • Vocabulary • Spelling • Writing Skills • Pre-writing • Organization • Editing and revising

39. Check Your Grammar! Take the Boring Out of Grammar Use the Internet

40. Punctuation: . ? ! , : ; - -- ( ) [ ] … ‘ “” / How many punctuation errors are in the following phrase? Johnny couldnt believe what his teacher had said did he really say Johnnys the winner of the science fair he asked

41. Check Your Grammar! Take the Boring Out of Grammar Use the Internet

42. Grammar on the Web Grammar Gorillas http://www.funbrain.com/grammar English Grammar Quizzes http://a4esl.org/a/g3.html Punctuation Paintball http://www.iknowthat.com/com/L3?Area=Paintball Grammar Bytes http://www.chompchomp.com/exercises.htm

43. Having a Problem with Sentences? Common problems Fragments • Run-ons • Lack of agreement between subject and verb • Lack of parallel structure • Poor pronoun reference

44. Sentences on the Web Quia Quizzes http://www.quia.com/tq/106467.html Scrambled Sentences http://www.berghuis.co.nz/abiator/lang/lscr/lscrindex.html Repairing Run-ons http://grammar.ccc.commnet.edu/grammar/ Grammar Bytes Finding Fragments http://www.chompchomp.com/frag01/frag01.htm Subject Verb Agreement http://www.chompchomp.com/exercises.htm#Subject-Verb_Agreement Pronoun Reference http://www.chompchomp.com/exercises.htm#Pronoun_Reference Reference

45. Resources on the Web Grammar Resources Teachers First – Hacker Handbook http://www.bedfordstmartins.com/hacker/exercises/ The Blue Book of Grammarhttp://www.grammarbook.com/grammar/cnt_gram.asp

46. Expand Vocabulary Learning Vocabulary Can Be Fun http://www.vocabulary.co.il/ Word Games http://www.eastoftheweb.com/games/index.html High School Ace http://highschoolace.com/ace/ace.cfm Activities for ESL Students http://a4esl.org Fun with Words http://www.suelebeau.com/words.htm BBC - HardSpell http://www.bbc.co.uk/hardspell/hardspell_game.shtml

47. To become better writers, students must PRACTICE, PRACTICE, PRACTICE!

48. WORD PROCESSING Software – It’s Free! 3D Writer

49. Using Word Processing Software Use Word Processing Teach Students the Basics • Keyboarding Skills (free download or web version) • http://www.nimblefingers.com/ • Cut and Paste • Control C • Control V

50. Writing Resources on the Web Writing Paragraphs http://www.emints.org/ethemes/resources/S00000446.shtml?prnfriendly The Writing Process http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=13270. The OWL – Purdue University http://owl.english.purdue.edu/ Guide to Writing a Basic Essay http://members.tripod.com/~lklivingston/essay/