Literacy and Technology

1. Literacy and Technology Presented by Julia Cohn COHNAJJJ@aol.com

2. Overview Conclusions Apple Classroom Project of Tomorrow ACOT Researchers Discoveries Advantages of Digital Information Grammar Gorillas Wacky Web Tales Lesson Plan Example Grunwald Associates Surveys Closing Remarks References Contents

3. Overview The purpose of this presentation is to demonstrate how the Internet, which is currently used mainly as a research tool, is becoming a forum for communicating, learning, and collaborating.

4. Conclusions • Technology changes student behavior in a positive way. • Technology increases the quantity and quality of available information. • Teachers and students benefit from the use of the Internet.

5. Conclusions (continued) • The Internet makes learning fun for students. • Technology is becoming an integral tool for education. • Technology and literacy have become intertwined.

6. Apple Classroom Project of Tomorrow (ACOT) 1995 • Teachers and students have access to a broad range of technologies: • Videodisc players • Video cameras • Scanners • Computers • CD-Rom drives and modems • On-line communication services

7. ACOTcontinued • Students in the ACOT program can also use a variety of software programs and tools: • Spreadsheets • Databases • Word processors • Graphics programs

8. ACOT Researchers Discoveries • Computers stimulated the students to work together and to work more diligently. • Student’s behavior changed for the better. • Student’s took more responsibility for their own learning and became more resourceful.

9. ACOT Researchers Discoveries • Academic scores improved. • Students wrote more efficiently and finished complete units of study more rapidly.

10. Advantages of Digital Information • More current than the information in journals and books • Accessible to many users over a network at any given time • Can be used from multiple locations throughout the school

11. Advantages of Digital Information • Key words help to locate information quickly. • Students can view pictures and read text in any order that they desire by using links. • Can include multimedia which allow students to enjoy seeing movie clips and hear sound

12. Grammar Gorillas • Makes learning grammar a fun experience for children • 2 levels • Beginner—nouns and verbs • Advanced—involves all parts of speech

14. Grammar Gorillas • Help menu provides the definitions and examples of the following terms: Noun Verb Pronoun Adjective Adverb Interjection Preposition Conjunction

15. Wacky Web Tales • Uses humor to teach grammar • Covers a range of grammar knowledge • Nouns and verbs • Tenses • Adjectives • Adverbs http://www.eduplace.com/tales/

17. The Internet Is an Asset to Teachers • Unlimited number of creative lesson plans • Teachers can find lesson plans on every subject. • Ask Eric If you are on my web site, click here. To hear the audio, click on the sound icon.

18. Lesson Plan Example • Grade Level: 6-12 • Subject: Information Literacy • Description: In this lesson, students apply “Internet Search skills.”

19. Lesson Plan Example • Goal • To research and evaluate the accuracy of electronic information sources concerning real-world problems. • Objective • Students will be able to find educational resources effectively. http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Information_Literacy/IFO0202.html

20. Grunwald Associates Survey 2002

21. Grunwald Associates Survey 2002

22. Grunwald Associates Survey 2002 • Guidelines for school leaders and communities: • Treat technology as an integral tool for instruction and administration • Use the Internet for core educational priorities

23. Grunwald Associates Survey 2002 • Invest significantly in professional development • Anticipate and plan for changes • Broaden community involvement http://www.nsbf.org/thereyet/fulltext.htm

24. Closing Remarks • Technology literacy is necessary for students to aid learning and to improve research skills. • The education system needs to make optimal use of technology to best prepare students for the future.

25. References • Funbrain.com. (n.d.) Retrieved July 3, 2003, from http://funbrain.com. • Grunwald Associates. (2002). Are we there yet? Retrieved July 2, 2003 from http://www.nsbf.org/thereyet/fulltext.htm • Marsch, J., Ringstaff, C. & Yocan, K. (1996). Integrating technology into classroom instruction: An assessment of the impact of the ACOT teacher development center project. Retrieved July 5, 2003 from the World Wide Web: http://www.apple.com/education/k12/leadership/acot/library.html • Russell, L. (1999). CD-ROMs as an information source. In L. Hancock (Ed), Teaching literacy using information technology (pp. 120-124). Newark, Delaware: Internationals Reading Association.

26. References continued • Selfe, C. (1999). Technology and literacy in the twenty-first century. Carbondale, IL: Southern Illinois University Press. • Snyder, I. (1999). Using information technology in language and literacy education: An introduction. In L. Hancock (Ed), Teaching literacy using information technology (pp. 1-10). Newark, Delaware: International Reading Association. • The secretary’s conference on educational technology: Measuring impacts and shaping the future. (2000). Retrieved July2, 2003, from http://www.ed.gov/Technology/techconf/2000/report.html. • Valmont, W. J. & Wepner, S. B. (2000). Using technology to support literacy learning. In S.B. Wepner, W. J. Valmont, & R. Thurlow (Eds.), Linking literacy and Technology (pp. 2-18). Newark, Delaware: International Reading Association.

27. References continued • Wacky Web Tales. (n.d.). Retrieved July 8, 2003, from http: www.eduplace.com/tales/. • Yildiz, M. (2002). Searching the web: An ask ERIC lesson plan. Retrieved July 9, 2003 From http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Information_Literacy/IFO0202.html.