Universidad Metropolitana Escuela de Educación Continua

1. Alfabetización de la Niñez Temprana: promoviendo estrategias de lectura y escritura en la sala de clases (español e inglés) Universidad Metropolitana Escuela de Educación Continua En Alianza con la Escuela de Educación y la Escuela de Ciencias Sociales, Humanidades y Comunicaciones November 10, 2012 Consultant: Dr. Sally Everson

2. Critical Analysis of Computerized Programs Appropriate for the Teaching of English Dr. Sally Everson Dept. Social Sciences, Humanities and Communications Metropolitan University – Bayamon November 10 and November 17, 2012

3. Agenda for November 10th • Review of workshop objectives • Pre-test • Introduction and Warm Up Activity • Move to Computer Lab to access Workshop Wiki • Presentation and discussion: NETS-S • LUNCH Break • Presentation and discussion: TPACK • Planning for Technology Integration • Effective Technology Integration • Activity Types and Appropriate Technologies for K-3 Language Arts • Explore and Review e-Learning Sites

4. Objectives At the end of this two-day workshop the participants will be able to: • Recognize and reflect on their own practices for integrating computer technology for language arts • Understand the main terms and concepts in education technology • Recognize the principles underlying the development of digital literacy evident in NETS-S • Identify knowledge and processes for effective technology integration using TPACK • Identify Activity Types for K-6 Literacy and Appropriate Technologies • Review, plan, and demonstrate the integration of appropriate technology for a K-3 language arts lessons. • Peer assess technology integration lesson plan using a Technology Integration Assessment Rubric

5. PRE-TEST

6. Part 1: Warm Up - Planning a Trip and Planning with Technology Just as there are many ways to plan a trip, there are many ways to make lesson plans that integrate technology What kind of travel planner are you?

7. Three main types of travel planners: • Traveler A: packs a suitcase filled with everything she needs. She has reservations for every place she will stay and has planned everything she is going to do.

8. Warm Up: Planning a Trip and Planning with Technology Traveler B makes a hotel reservation for the first night and packs an overnight bag. She has a few places to see, but might change her mindonce she gets there.

9. Warm Up: Planning a Trip and Planning with Technology Traveler Chas decided to leave today. She has packed a toothbrush and some pajamas, but will buy the rest of the things once she is there. She has no reservations or plans, but will decide what to do and where to stay once she gets there. ?

10. Group Activity: Round Robin • Each person at a table will get a number. In your table groups, each number will have 20 seconds to explain what kind of traveler using the examples as a guide. • Group members should only listen and NOT comment until after each person has spoken. • There will be a 5-minute Discussion session after the presentations. • The Workshop leader will time each person and the Discussion period. • After, you will write a brief reflection on this experience.

11. Discussion • In your groups, for 5 minutes discuss: • What are the similarities between planning a trip and planning to use technology in the classroom? • Is your style of trip planning the same or different from trip planning? • What are the strengths and weaknesses of each style of planning for technology use?

12. Reflection / Reflexión Throughout this workshop you will have opportunities to reflect on your own practices with integrating technology into language arts, and the materials presented here. On the Reflection sheet, write down your answer to question number 1, based on this discussion of planning styles.

13. Part 2: PresentationEducation Technology Terms, Concepts, Models, and Issues Integration of Technology is a critical issue in schools today. There are many terms and concepts that are mentioned that may make the conversation about technology integration sound like a foreign language (even more ‘foreign’ than English! Let’s review a few …

14. EducationTechnologyTerminology See how many you can define or explain: • Web 2.0 • Digital native • Digital immigrant • Digital divide • Digital literacy • Digital citizenship • NETS • TPACK • Apps / Software • Blogs & Wikis • Social media • Social networks • Simulations • Web Quests • Pod Casting • Digital Storytelling • E-Books / Digital Books

15. Definitions Web 2.0: current state of the internet in terms of usability: where instant communication, collaboration, file sharing and user-generated content is easier and faster (including sharing video, audio, graphics, and texts). Digital native: someone who was born into a world dominated by and immersed in digital communication technology. Also called the “net generation” or the “millennials.” Digital immigrant: someone who has learned to use digital communication technology as a teenager or older; someone who must consciously learn about and adopt new digital communication technology.

16. Definitions Digital divide: the difference between those rich enough to have access to digital technology and high speed internet versus those who are poor and cannot access digital media. Digital literacy: the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. Also called “new media” literacy. Digital citizenship: (based on ISTE standards) understanding the human, cultural, and societal issues related to technology, and practicing legal and ethical behavior.

17. Post a definition or example of one of these terms on the Discussion tab. • Simulations • Web Quests • Pod Casting • Digital Storytelling • E-Books / Digital Books • Apps / Software • Blogs • Wikis • Social media • Social networks

18. Using the Computer Lab We will move to the computer laboratory, so that we can begin to use technology in our search for ways to better integrate computers into our classroom. Guidelines: The computers will need to be logged in by myself or Luis Marrero. Please be patient while we get everyone up and running. Please ask for help from a classmate or help others if you are already on-line. Please godirectlyto the web address on the board to access the workshop wiki.

19. In the Computer Lab! Explore the wiki and become comfortable using it. Follow the instructions on the Home page. • Please wait until you have completed the workshop assignments before you check email or your Facebook !!

20. Review: NETS NETS: National Educational Technology Standards – developed by the International Society of Technology Education (ISTE). One set of standards is for Teachers (NETS-T) and another set for Students (NETS-S).

21. NETS-Students Click on the NETS-S image below, and review the NET standards for students.

22. NETS-S NETS-Students include 6 Criteria: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

23. NETS-S 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

24. Implications for Teachers ! • Any use of technology (or computers) in a lesson or unit should meet at least one of the NETS-Students criteria. • These technology criteria must also be aligned with content standards and grade level. • Teachers must also become proficient in the use of education technology in order to help students attain the NET Standards. • The NETS-Teacher help guide the professional development of teachers (and teachers-in-training) to move toward effective technology integration.

25. Reflection / Reflexión • Use these questions to reflect on the NETS-Students. Write your response for Question #2 on your Reflection sheet. • Do you think NETS-S are useful for helping you determine how to integrate technology (and computers) into your classroom? • Do you think these NETS will be added to the Puerto Rico K-12 curriculum? • If these are implemented in Puerto Rico, how will such Education Technology standards impact your teaching? • Do you think it will help students gain more digital literacy?

26. Lunch Break When we return we will review TPACK and then Explore and Review some e-Learning sites!

27. Presentation: TPACK - Technological, Pedagogical,and Content Knowledge Aframework for understanding the complex interaction among technological, pedagogical, and content knowledge that teachers need for effectively integrating technology in the classroom.

28. s Technological, Pedagogical And Content Knowledge (TPACK) • Digital Equipment • Internet / research • Applications Technological Content Knowledge (TCK) Technological Pedagogical Knowledge (TPK) Technological Knowledge (TK) • Content areas: • Math • Language Arts • Science • Social Sciences • Teaching strategies • Lesson planning • Classroom management • Cognitive development Pedagogical Knowledge (PK) Content Knowledge (CK) Pedagogical Content Knowledge (PCK) From: TPACK.ORG

30. Implications of TPACK for Teachers: ! • Effective integration of technology involves planning for the interaction of: technology, pedagogy, and content. • Technology has to be appropriate for the content area (what is taught) as well as the pedagogical method (how it is taught). • Professional development for teachers (and teacher-in-training) must address all three areas of knowledge development for effective technology integration in classrooms. • TPACK provides a framework for teachers, teacher-trainers, and researchers to assess and evaluate the efficacy of technology integration.

31. Watch Video: ¿Quées el TPACK? Link: http://youtu.be/TnMEIUsNzzk

32. EffectiveTechnology Integration Plan and implement supporting activities: e.g. having the teacher initially model the processes for using the technology and developing products together with students. 2. Establish rules and procedures to facilitate smooth-running classroom activities with technology before instruction starts (e.g. telling the students entering the classroom that they would be working with a partner and where to sit to use the computer), during instruction (directing students to ask a peer for assistance with technology issues), and after instructional activities (giving a 5-minute warning before directing that computers be shut down). 3. Provide teacher support through student helpers and technical aids, including training students to help other students who are experiencing difficulties and access to technical assistance for the teacher.

33. Using “Activity Types” to Select Appropriate Technology ! Traditional approaches to technology integration starts with selecting a technology analyzing the strengths and weakness and then determining the curriculum standard or learning goals. Judi Harris has developed a system for TPACK planning based on identifying first what students must do – these are called “Activity Types” and then selecting appropriate technology that has been matched with the activity type for specific content areas. Harris and others are developing Activity Types lists for each content area and grade level. Visit: http://activitytypes.wmwikis.net/HOME Or see link on TPACK page of Workshop Wiki

34. Effective TPACK Planning Identify the learning goals and learning activities for the theme or unit based on the content standardsfor your school system. Select and use appropriate digital tools or technologies (and other resources) for the selected learning activity to help meet the learning goals. 3. Assessthe efficacy of digital tools or technologies in helping students achieve learning goals and content objectives.

35. Review the K-6 Literacy Learning Activity List • Visit the Activity Types Wiki at: • http://activitytypes.wmwikis.net/HOME • Review the K-6 Literacy Learning Activity Types in English or Spanish • .pdf files are available on the Workshop • Materials page of the Workshop Wiki, at: http://k3englishteachers.wikispaces.com/

36. Explore and Review e-Learning Sites • Explore the e-Learning sites on the Workshop Wiki e-Learning Resources page. • Review e-Learning sites and assess which sites are useful for any Learning Activities listed in the K-6 Literacy Learning Activity that are relevant for your grade level and thematic units. • Add a description or review on the Workshop Wiki, or add a new site that is relevant.

37. Reflection / Reflexión • Use these questions to reflect on the TPACK Planning with Learning Activities. Write your response for Question #3 on your Reflection sheet. • Do you think TPACK Planning with Learning Activities is useful for you teaching? Why or why not? • What e-Learning sites look promising for your teaching? • What is a thematic unit that you would consider integrating one of these web sites or technologies? • What problems or limitations would you have trying to integrate technology or computer programs or sites?

38. Next Week: • We will review the Technology Integration Assessment Rubric. • In small groups or pairs you will plan a lesson for your grade level that integrates technology using the TPACK Planning with Learning Activities approach. • You will demonstrate your lesson to the class. • You will peer-review your classmates lessons and have your own peer-reviewed using the Technology Integration Assessment Rubric.

39. Questions? Doubts? Comments?

40. References Bittman, M. et. Al. Digital natives? New and old media and children’s outcomes. Australian Journal of Education, Vol. 55, No. 2, 2011, 161–175. Dubert, L. and Laster, B. (2011). Technology in Practice: Educators Training in Reading Clinics/Literacy Labs. Journal of Reading Education ,36.2 (Winter). Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Hourcade, J.J. and Parette, H.P. (2010). Handy Manny and the Emergent Literacy Technology Toolkit. Early Childhood Educ J 37:483–491. Michigan Dept. of Education. (2006). Michigan Merit Curriculum's Online Learning Experience Guideline. Retrieved from Michigan.gov website. Accessed November 7,2012.

41. References ISTE NETS-S. (2007). National Educational Technology Standards for Students. Retrieved from ISTE NETS website. Accessed November 5, 2012. Partnership for 21st Century Skills. (20009) P21 Framework Definitions. Retrieved from 21st Century Skills website. Accessed November 7, 2012. Schmidt, D., Harris, J., & Hofer, M. (2011, February). K-6 literacy learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki. Accessed October 29, 2012. Wetzel, K. and Marshall, S. (2012). TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher in a High-Technology-Access Classroom. Journal of Digital Learning in Teacher Education 28.2 :73-81.