Final Post

For years I have implemented technology in the fields of mathematics and science instructions with my elementary students. This class has made me aware of how many opportunities exist to incorporate technology into the study of Language Arts. In the past  I have occasionally allowed students to use Word and PowerPoint to publish their work or to create presentations.  However, in the area of Language Arts I had relied on Internet sites such as  http://www.free-phonics-worksheets.com/ solely as a teacher resource  for materials.
  

New Eyes for Reading

   

Chapter 9: Technology in English and Language Arts Instruction challenged me to view the use of technology in a new way.  I often have students who need individualized instruction in phonics.  Many of these students were not ready to learn to read in first grade and need a little extra to help them catch up. Other are learning English as a second language. Owl & Mouse Educational Software allows the students to develop phonics skills at their own pace in the classroom, the computer lab or at home if internet access is available.
  
Open Mind for Writing
   

In the area of writing I was familiar with the 6 +1 Traits of Writing and had implemented lesson plans available through the Education Northwest web site.  I felt that second and third graders were too young to publish their writing on the Internet.  However, I have found that a number of web sites publish student writing in a secure way.  Samples posted on The Writing Fix web site can motivate other young writers to express themselves with improved word choice, voice and other writing traits that will soon be evaluated through the Common Core Curriculum.

References:

6 + 1 Trait® Writing.  (2011). Education Northwest.[Web site]. Retrieved from:      http://educationnorthwest.org/traits

Free Phonics Worksheets. (2011). Rock & Learn. [Web site]. Retrieved from: http://www.free-phonics-worksheets.com/

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.
Writing Fix. (2001).  Northern Nevada Writing Project.  [Web site]. Retrieved from: http://writingfix.com/Index.htm

Technology in Mathematics

The National Council of Teacher of Mathematics supports teachers to ensure quality mathematics education for all students.  The NCTM is encouraging teachers of mathematics to take a constructivist approach to instruction.  Math concepts are to be presented to student partners or groups in real world contexts rather than in isolated "naked numbers".

Mathematics in Context: Word Problems                                  

The NCTM web site at http://www.nctm.org/publications/calendar/index.aspx?journal_id=4 provides members with a variety of resources including hundreds of word problems to support constructivist learning.

Illuminations: Virtual Manipulatives

Helping teachers to change their teaching styles is not an easy task. The NCTM's position is that technology is an essential tool for learning mathematics in the 21st century and all schools must ensure that all their students have access to technology.   Technology can also serve to move teachers toward a more student centered, active and relevant instructional style.  To support this effort, NCTM offers Illuminations. This web site at http://illuminations.nctm.org/ is available free of charge and offers a variety of virtual manipulatives along with over 600 lesson plans to guide teachers unfamiliar with implementing them in a constructivist format.  These interactive tools are grouped pre-K - 2, 3 - 5, 6 - 8,  and 9 -12.

 Adaptations for Student and Curricular Needs

While Illumination tools for third through fifth graders may ask them to calculate the amount of change they might receive after a purchase, tools for ninth through twelfth graders ask them to calculate compound interest on a credit card. 

National Council of Teachers of Mathematics. (2008). The Role of Technology in the Teaching and Learning of Mathematics. [pdf]. Retrieved from: http://www.nctm.org/about/content.aspx?id=14233

 

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.

WebQuests - Integrating Technology Into Inquiry Based Learning

WebQuests were designed to bring together a variety of instructional practices into an integrated student activity which will emphasize critical thinking, constructivism, cooperative learning, authentic assessment and technology integration.

A real webquest is based on an interesting task. It requires higher level thinking, not simply summarizing.  It makes good use of the web.  While books and other media can be used within a webquest, the web is the heart of the lesson.  A typical webquest will include an introduction, a presentation of the assigned task, a list of on-line and text resources, a step-by-step description of the process, a rubric for evaluation and a conclusion that summarizes what students have learned.

A  webquest can be incorporated into any curricular area.  Elementary students would enjoy researching animals.  Second and third grade science standards would be met with webquests designed to learn about frogs or butterflies.  Reading and writing standards would be met with  the webquest task found at http://projects.edtech.sandi.net/brooklyn/cinderella/ "Cinderella, Cinderella, Cinderella".  Older students might enjoy http://projects.edtech.sandi.net/balboa/coyotetrick/ where they must complete the task of creating and filming a commercial  to complete the webquest "Coyote, The Trickster".

Perhaps the biggest stumbling blocks in implementing a webquest are the time and computer accessibility factors.  In many elementary schools computer access may be limited to one or two hours a week in the computer lab and one or two student computers with internet access in the classroom.  Many students do not have computers or internet access in their homes. A webquest involves a dedicated period of time to an integrated unit of study.  Some elementary teachers are currently monitored for strict compliance with district schedules for particular instructional goals. This make this makes the scheduling of integrated units more difficult than it has been in the past.

If educators can integrate the different subject areas into the assigned tasks, webquests can be great motivators for student learning and can produce the higher level thinking skills and academic success that schools are hoping to achieve.

References:

Dodge, B. (n.d.). QuestGarden. [Website].  Retrieved from http://questgarden.com/

Grades 3-4 WebQuests. ( 2007). [Website].  Retrieved from http://www.literacy.uconn.edu/34webqu.htm

Roche, R. and Ryan, L. ( 2001). Cinderella, Cinderella, Cinderella. [Website] Retrieved from http://projects.edtech.sandi.net/brooklyn/cinderella/

Smith-Rios, D., (1999). Coyote The Trickster. [Website].  Retrieved from http://projects.edtech.sandi.net/balboa/coyotetrick/