Literacy and Technology

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Literacy and Technology

• Presented by
• Julia Cohn
• COHNAJJJ_at_aol.com

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Contents

• 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

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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.

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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.

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Conclusions (continued)

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

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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

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ACOT continued

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

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ACOT Researchers Discoveries

• Computers stimulated the students to work
  together and to work more diligently.
• Students behavior changed for the better.
• Students took more responsibility for their own
  learning and became more resourceful.

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ACOT Researchers Discoveries

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

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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

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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

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Grammar Gorillas

• Makes learning grammar a fun experience for
  children
• 2 levels
• Beginnernouns and verbs
• Advancedinvolves all parts of speech

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Grammar Gorillas

• Help menu provides the definitions and examples
  of the following terms

Noun
Verb
Pronoun
Adjective
Adverb
Interjection
Preposition
Conjunction
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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/

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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.
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Lesson Plan Example

• Grade Level 6-12
• Subject Information Literacy
• Description In this lesson, students apply
  Internet Search skills.

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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/Virtua
  l/Lessons/Information_Literacy/IFO0202.html

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Grunwald Associates Survey 2002
How do district teachers use the Internet for instructional purposes? Percentage of respondents
Internet searches 74
Teacher research 72
Lesson planning 38
Demonstrations, presentations 18
Utilizing Internet services 10
Student projects 8
Student research 7
E-mail 5
Videoconferencing 5
Class Web pages 4
Student information services 3
Other (distance learning, desktop publishing) 5
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Grunwald Associates Survey 2002
What have you found to be the two most widely used subjects for instructional uses of the Internet? Percentage of respondents
Social Studies/ History 76
Science 58
Language Arts 37
Math 13
Technical 4
Foreign language 4
Arts 4
Business 4
Health 3
Other (library, general, current events) 3
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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

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Grunwald Associates Survey 2002

• Invest significantly in professional development
• Anticipate and plan for changes
• Broaden community involvement
• http//www.nsbf.org/thereyet/fulltext.htm

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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.

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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.

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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 secretarys 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.

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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.