integrating technology in the english classroom

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Integrating Integrating Technology in the Technology in the English Classroom English Classroom Megan Saunders Megan Saunders EDUC 506 EDUC 506

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Integrating Technology in the English Classroom. Megan Saunders EDUC 506. What is Technology Integration?. - PowerPoint PPT Presentation

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Page 1: Integrating Technology in the English Classroom

Integrating Technology in Integrating Technology in the English Classroomthe English Classroom

Megan SaundersMegan SaundersEDUC 506EDUC 506

Page 2: Integrating Technology in the English Classroom

What is Technology Integration?What is Technology Integration?

““Integration is NOT the use of Integration is NOT the use of managed instructional software, managed instructional software, where a computer delivers where a computer delivers content and tracks students’ content and tracks students’ progress. Integration is NOT progress. Integration is NOT having students go to a computer having students go to a computer lab to learn technical skills while lab to learn technical skills while the classroom teacher stays the classroom teacher stays behind to plan or grade papers… behind to plan or grade papers… Integration is NOT using specialty Integration is NOT using specialty software for drill and practice day software for drill and practice day after day. Integration does NOT after day. Integration does NOT replace a teacher with a replace a teacher with a computer…computer…

Integration is when classroom Integration is when classroom teachers use technology to teachers use technology to introduce, reinforce, extend, introduce, reinforce, extend, enrich, assess, and remediate enrich, assess, and remediate student mastery of curricular student mastery of curricular targets.” (Source: Hamilton)targets.” (Source: Hamilton)

Page 3: Integrating Technology in the English Classroom

Reasons for IntegrationReasons for Integration

CollaborationCollaboration CommunicationCommunication CreativityCreativity InnovationInnovation Critical ThinkingCritical Thinking Problem SolvingProblem Solving

Page 4: Integrating Technology in the English Classroom

Communication & CollaborationCommunication & Collaboration Collaborate – to work, one with another; cooperateCollaborate – to work, one with another; cooperate

• Technology has made it possible to connect with others Technology has made it possible to connect with others around the world instantaneously. As students prepare around the world instantaneously. As students prepare to enter the working world, having the necessary skills to enter the working world, having the necessary skills to work efficiently with others, either in partnerships or to work efficiently with others, either in partnerships or groups, becomes more and more critical.groups, becomes more and more critical.

• ““The increased use of computer-mediated The increased use of computer-mediated communication and collaboration is helping…overcome communication and collaboration is helping…overcome barriers such as time and place…” (Source: Davis & barriers such as time and place…” (Source: Davis & Resta)Resta)

Page 5: Integrating Technology in the English Classroom

Creativity and InnovationCreativity and Innovation

“Creativity is ‘coming up with new ideas

and unconventional things from an

original source’” (Source: Zambroski)

Page 6: Integrating Technology in the English Classroom

Critical Thinking and Problem SolvingCritical Thinking and Problem Solving Problem solving and critical thinking refers to the ability to use knowledge, Problem solving and critical thinking refers to the ability to use knowledge,

facts, and data to effectively solve problems. Students should be able to facts, and data to effectively solve problems. Students should be able to think on your feet, assess problems and find solutions.think on your feet, assess problems and find solutions.

Try this example:Try this example:

A man needs to cross a river in a canoe. With him, he has a bag of grain, a A man needs to cross a river in a canoe. With him, he has a bag of grain, a chicken, and a fox. He can only carry one of the three at a time. If he chicken, and a fox. He can only carry one of the three at a time. If he leaves the grain and the chicken, the chicken will eat the grain. If he takes leaves the grain and the chicken, the chicken will eat the grain. If he takes the grain, the fox will eat the chicken. the grain, the fox will eat the chicken.

How does he successfully cross the river with his load? (Source: How does he successfully cross the river with his load? (Source: www.expandyourmind.com) )

Click for SolutionClick for Solution

The man first takes the chicken across, leaving it on the other side.  He returns alone in the canoe and picks up the bag of grain.  After bringing across the grain, he takes the chicken back to the original side, dropping him off, and picking up the fox.  After bringing the fox to the other side, and leaving it with the grain, the man returns back to the original side, retrieving the chicken, and making his 3rd and final trip crossing the river.  At no point was the fox left alone with the chicken, or the chicken with the grain.

Page 7: Integrating Technology in the English Classroom

How Does Integration Work?How Does Integration Work?

Students are able to Students are able to use the devices that use the devices that they are familiar with they are familiar with in order to create, in order to create, explore, and take explore, and take control of their own control of their own learning.learning.

Page 8: Integrating Technology in the English Classroom

Beginning the Process of Beginning the Process of IntegrationIntegration

Integration does not happen Integration does not happen overnight.overnight.

Technology and innovation do Technology and innovation do not exist in a void, nor does not exist in a void, nor does one new advance one new advance automatically spawn another.automatically spawn another.

Integrating technology into Integrating technology into the classroom requires the the classroom requires the process of administration, process of administration, teachers, parents, teachers, parents, andand students in order to succeed.students in order to succeed.

Before any integration can Before any integration can begin, there are eight key begin, there are eight key areas that must be areas that must be addressed:addressed:

1.1. FEAR of changeFEAR of change

2.2. TRAINING in TRAINING in basicsbasics

3.3. PERSONAL usePERSONAL use

4.4. TEACHING modelsTEACHING models

5.5. LEARNING basedLEARNING based

6.6. CLIMATECLIMATE

7.7. MOTIVATIONMOTIVATION

8.8. SUPPORTSUPPORTSource: Bitner & Bitner

Page 9: Integrating Technology in the English Classroom

Fear of ChangeFear of Change The first obstacle to overcome when attempting to The first obstacle to overcome when attempting to

integrate technology into the classroom is the fear of integrate technology into the classroom is the fear of change.change.

Schools have long run on traditional methods, rules, and Schools have long run on traditional methods, rules, and curriculums. Technology is speeding ahead, and schools curriculums. Technology is speeding ahead, and schools are struggling to keep up. One contributing cause to this is are struggling to keep up. One contributing cause to this is the fact that teachers often have a great deal of anxiety the fact that teachers often have a great deal of anxiety over change, especially among veteran teachers who have over change, especially among veteran teachers who have had success in the past with traditional methods.had success in the past with traditional methods.

Integrating technology will require the teachers to become Integrating technology will require the teachers to become familiar with new devices, applications, and programs that familiar with new devices, applications, and programs that they may never have used before, which leads directly into they may never have used before, which leads directly into the next key area: Trainingthe next key area: Training

Page 10: Integrating Technology in the English Classroom

Training in BasicsTraining in Basics Schools that want to successfully implement an integrated Schools that want to successfully implement an integrated

technology model must be willing to provide the training for technology model must be willing to provide the training for their teachers in the use of the new technology. Simply their teachers in the use of the new technology. Simply placing the devices in the classroom without providing any placing the devices in the classroom without providing any background or familiarization will lead to a failure of the background or familiarization will lead to a failure of the program.program.

Going beyond the basics also means that with the wide Going beyond the basics also means that with the wide variety of applications and devices available on the market, variety of applications and devices available on the market, the potential for confusion and frustration is great. Many the potential for confusion and frustration is great. Many schools choose to provide the software and hardware that schools choose to provide the software and hardware that they want to use, in order to provide some unity among they want to use, in order to provide some unity among their staff, and thus decrease the frustration.their staff, and thus decrease the frustration.

Page 11: Integrating Technology in the English Classroom

Personal UsePersonal Use

Teachers should be encouraged to Teachers should be encouraged to use technology for their own use technology for their own personal use outside of school hours. personal use outside of school hours. The more frequently technology is The more frequently technology is used, the more comfortable the used, the more comfortable the teachers will become with the teachers will become with the devices and software.devices and software.

Page 12: Integrating Technology in the English Classroom

Teaching ModelsTeaching Models Teachers should be given the opportunity to explore and Teachers should be given the opportunity to explore and

evaluate the proposed devices and software before evaluate the proposed devices and software before implementation begins.implementation begins.

““An important skill for teachers to develop is that of An important skill for teachers to develop is that of evaluating software. This will provide them with a base evaluating software. This will provide them with a base from which to begin to choose which software will best suit from which to begin to choose which software will best suit their classroom needs.”their classroom needs.”

Different content areas require different skills. An Different content areas require different skills. An application that works in the math classes may not be application that works in the math classes may not be appropriate for a Social Studies class, while a program that appropriate for a Social Studies class, while a program that encourages the use of English skills may or may not be encourages the use of English skills may or may not be applicable to a Science classroom. The opportunity for applicable to a Science classroom. The opportunity for administrators to model and for teachers to explore administrators to model and for teachers to explore different software will help to make the integration process different software will help to make the integration process smoother.smoother.

Page 13: Integrating Technology in the English Classroom

Learning BasedLearning Based ““Learning should be the impetus that drives the use of Learning should be the impetus that drives the use of

technology in the school. Its use can allow teachers and technology in the school. Its use can allow teachers and students to become partners in the learning process. students to become partners in the learning process. Technology integration necessarily alters the traditional Technology integration necessarily alters the traditional paradigm of the teacher providing wisdom and the student paradigm of the teacher providing wisdom and the student absorbing knowledge...” (Source: Bitner and Bitner)absorbing knowledge...” (Source: Bitner and Bitner)

Putting technology into a classroom simply for the sake of Putting technology into a classroom simply for the sake of putting technology in the classroom will not benefit the putting technology in the classroom will not benefit the students or teachers at all. Technology cannot and should students or teachers at all. Technology cannot and should not take the place of the teacher – it should be used as a not take the place of the teacher – it should be used as a tool to enhance the learning and exploratory process, but it tool to enhance the learning and exploratory process, but it should not be the only thing that students use to gain their should not be the only thing that students use to gain their education.education.

Page 14: Integrating Technology in the English Classroom

Climate, Motivation, and SupportClimate, Motivation, and Support Failure should be expected during the first stages of Failure should be expected during the first stages of

technology integration. Administrators need to ensure that technology integration. Administrators need to ensure that their teachers do not lose the respect of their students or their teachers do not lose the respect of their students or the parents if there are initial struggles and difficulties.the parents if there are initial struggles and difficulties.

A community-wide climate should be created that allows A community-wide climate should be created that allows teachers and students alike to explore and learn the teachers and students alike to explore and learn the nuances of the new technology without being afraid that nuances of the new technology without being afraid that they will lose their standing (or jobs in the case of the they will lose their standing (or jobs in the case of the teachers) if something doesn’t work right.teachers) if something doesn’t work right.

Administrators, teachers, parents, and students must all be Administrators, teachers, parents, and students must all be willing to provide the appropriate support and motivation willing to provide the appropriate support and motivation for each other during the learning curve.for each other during the learning curve.

Page 15: Integrating Technology in the English Classroom

““There are many issues related to the successful use of technology There are many issues related to the successful use of technology in the classroom. Some of the more salient include securing in the classroom. Some of the more salient include securing necessary annual funding, the development of dynamic plans, and necessary annual funding, the development of dynamic plans, and decisions concerning platforms, hardware, TI lines, software, and so decisions concerning platforms, hardware, TI lines, software, and so forth. While these are perhaps the most obvious considerations, an forth. While these are perhaps the most obvious considerations, an often-overlooked but crucial determinant of whether technology often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is a less than obvious one.. .the succeeds or fails in the classroom is a less than obvious one.. .the teacher. While attention to choosing the appropriate hardware and teacher. While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology of the teacher that determines the effectiveness of technology integration into the curriculum.” (Source: Bitner & Bitner)integration into the curriculum.” (Source: Bitner & Bitner)

Page 16: Integrating Technology in the English Classroom

Applications/Websites in the English ClassroomApplications/Websites in the English Classroom

Watson School of Education @ University of North Carolina Watson School of Education @ University of North Carolina Wilmington – Power Point GamesWilmington – Power Point Games• http://people.uncw.edu/ertzbergerj/ppt_games.html

This site contains templates for many different types of content review This site contains templates for many different types of content review games. Teachers can create their own games for use in a large-group games. Teachers can create their own games for use in a large-group setting, or students can create their own games to review with in a small-setting, or students can create their own games to review with in a small-group.group.

BloggerBlogger• https://www.blogger.com/

Rated one of the best educational sites/applications by Edudemic, this site Rated one of the best educational sites/applications by Edudemic, this site allows teachers and students to create individual and classroom blogs and allows teachers and students to create individual and classroom blogs and utilize collaboration, creativity, and innovational skills. The blogs can be utilize collaboration, creativity, and innovational skills. The blogs can be linked to social media like YouTube and Twitter.linked to social media like YouTube and Twitter.

Google DriveGoogle Drive• https://drive.google.com

A file storage and synchronization service that allows cloud storage and A file storage and synchronization service that allows cloud storage and access from any computer or mobile device. Requires a free Google access from any computer or mobile device. Requires a free Google account and the software to be downloaded onto the device. Includes free account and the software to be downloaded onto the device. Includes free access to Google Docs, Google Sheets, and Google Slides (alternatives to access to Google Docs, Google Sheets, and Google Slides (alternatives to Microsoft Office programs)Microsoft Office programs)

Page 17: Integrating Technology in the English Classroom

Applications/Websites in the English Applications/Websites in the English ClassroomClassroom

PenzuPenzu• http://penzu.com/http://penzu.com/

An online journaling site which allows students to import pictures, customize An online journaling site which allows students to import pictures, customize an avatar, and send their entries securely via email.an avatar, and send their entries securely via email.

TestmozTestmoz• https://testmoz.com/https://testmoz.com/

An easy-to-use, free test creator which will automatically grade the tests An easy-to-use, free test creator which will automatically grade the tests and create exportable reports of the test results. No registration is required. and create exportable reports of the test results. No registration is required. Teachers and students can use the software to create and take the tests. Teachers and students can use the software to create and take the tests. Useful for encouraging students to create review quizzes for each other.Useful for encouraging students to create review quizzes for each other.

StanzaStanza• This is an application that is available on iPhone, iPod Touch, or iPad. It is a free This is an application that is available on iPhone, iPod Touch, or iPad. It is a free

app that includes an easy-to-use ebook reader interface, as well as over 50,000 app that includes an easy-to-use ebook reader interface, as well as over 50,000 free classic and contemporary works of literature. Although limited to Apple free classic and contemporary works of literature. Although limited to Apple devices, this could be used to replace the need for a classroom set of novels, if a devices, this could be used to replace the need for a classroom set of novels, if a school provided iPads.school provided iPads.

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Personal Learning Networks In previous years, teachers had the opportunity to share and collaborate

via journal publications, email, and books. In the digital age, sharing and collaborating has become even easier.

Programs like Netvibes (www.netvibes.com), ReMashed (www.remashed.ou.nl), Twitter (www.twitter.com), and Facebook (www.facebook.com) make it easier than ever to link and connect to other teachers around the world and share ideas and lesson plans.

Personal blogs, vlogs (video blogs) allow teachers to post their thoughts and writings where a simple internet search can find them.

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Sources: Bitner, Noel & Bitner, Joel. “Integrating Technology into the Classroom:

Eight Keys to Success”. Journal of Technology and Teacher Education. Volume 10. Issue 1. (2002): 95-100. Online.

Davis, Barbara H. & Resta, Virginia K. “Online Collaboration: Supporting Novice Teachers as Researchers”. Journal of Technology and Teacher Education. Volume 10. Issue 1. (2002): 101-105. Online.

Edutopia. “An Introduction to Technology Integration”. (http://www.youtube.com/watch?v=d59eG1_Tt-Q)

Hamilton, Boni. “IT’s Elementary! Integrating Technology in the Primary Grades.” International Society for Technology in Education. 2007. (www.iste.org)

Zambroski, Brooke. “Break Through to Student Success: Creativity Edition”. Pearson Students Blog. 10 April 2013. (http://pearsonstudents.com/blog/break-through-to-student-success-creativity-edition/)