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14 Aug 14
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This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
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Literacy Instruction with Digital and Media Technologies
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Literacy Instruction with Digital and Media Technologies
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Literacy Instruction with Digital and Media Technologies
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- Simply using software programs on computers does not prepare students for new literacies' expectations.
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Literacy Instruction with Digital and Media Technologies
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Literacy Instruction with Digital and Media Technologies
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Literacy Instruction with Digital and Media Technologies
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preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work
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New literacies are deictic in that they constantly change and require teachers to embrace these changes.
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New literacies are essential in classrooms so that equal opportunities are offered to all students.
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Although educators may assume that bringing new literacies into the classroom, especially through the use of a laptop for each child (one-to-one laptops), is a new technological innovation in education, the reality is that these structures have been in existence for almost 20 years
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16 Jul 14
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- Simply using software programs on computers does not prepare students for new literacies' expectations.
- New literacies are deictic in that they constantly change and require teachers to embrace these changes.
- New literacies are essential in classrooms so that equal opportunities are offered to all students.
Bringing new literacies into a classroom is not an easy task for a teacher, especially when two thirds of teachers feel underprepared to use technology (Kajder, 2005). Teachers face additional challenges as well. These include problems with resources (lack of technology, time, or technical support), teacher knowledge and skills (inadequate technological and pedagogical knowledge), school leadership (lack of school planning or scheduling), teachers' attitudes and beliefs (not valuing or being fearful of the use of new technologies), and assessments (traditional rather than matching new literacies' expectations; Hew & Brush, 2007). Additionally, Leu et al. (2005) identified the following three important points to ponder before bringing new literacies to classrooms:
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When working independently, Michael does one of three things. The first is to respond to a writing prompt on his computer that is directly related to the story or informational text read that day. Michael also completes a digital practice sheet or worksheet, a more traditional use of technology. The third activity is a book study. Students are offered multiple titles that are related to the theme of the core program from which to choose. As Michael is reading his book, he may use a Venn diagram (see Figure 4) or a comparison map to relate his chosen book to stories from the theme. Michael also joins a blog where other students reading the same book contribute and comment on each other's postings (see Figure 5). Michael participates in center activities that are Internet-based and related to the week's story and reading skills. The links that Michael uses are all on the class website so that he doesn't have to spend time locating them.
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15 Jul 14
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This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
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The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously. The Internet allows for immediate dissemination of information through the click of a single link, for instance (Warschauer, 2006).
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Moreover, Internet access has become common in schools. In 2005, approximately 95% of K-12 classrooms in the United States had Internet access (Parsad & Jones, 2005). Additionally, 80% of kindergartners use computers and over 50% of children younger than 9 years old use the Internet (Goldberg, Russell, & Cook, 2003). However, the average of U.S. students' use of computers in school was 12 minutes per week (Wells & Lewis, 2006). This descriptive data points out that computers and Internet access are available to students, but most students do not have sufficient time in school with this technology to develop new literacies.
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Although educators may assume that bringing new literacies into the classroom, especially through the use of a laptop for each child (one-to-one laptops), is a new technological innovation in education, the reality is that these structures have been in existence for almost 20 years (Dunleavy, Dexter, & Heinecke, 2007). The first documented use of one-to-one laptops was in Melbourne at a private girls' school in 1990 (Johnstone, 2003). In the late 1990s, Microsoft's initiative, Anytime Anywhere Learning Program, brought laptop learning to 1,000 schools. By 2005, 55% of U.S. schools had instructional laptops, although not necessarily one-to-one laptop classrooms (Warschauer, 2006). Many schools used carts with laptops with wireless access to support instruction as a substitution or transition to one-to-one laptop classrooms.
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10 Jun 14
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18 May 14
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16 May 14
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Although educators may assume that bringing new literacies into the classroom, especially through the use of a laptop for each child (one-to-one laptops), is a new technological innovation in education, the reality is that these structures have been in existence for almost 20 years (Dunleavy, Dexter, & Heinecke, 2007). The first documented use of one-to-one laptops was in Melbourne at a private girls' school in 1990 (Johnstone, 2003). In the late 1990s, Microsoft's initiative, Anytime Anywhere Learning Program, brought laptop learning to 1,000 schools. By 2005, 55% of U.S. schools had instructional laptops, although not necessarily one-to-one laptop classrooms (Warschauer, 2006). Many schools used carts with laptops with wireless access to support instruction as a substitution or transition to one-to-one laptop classrooms.
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12 May 14
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The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously. The Internet allows for immediate dissemination of information through the click of a single link, for instance (Warschauer, 2006). Moreover, Internet access has become common in schools. In 2005, approximately 95% of K-12 classrooms in the United States had Internet access (Parsad & Jones, 2005). Additionally, 80% of kindergartners use computers and over 50% of children younger than 9 years old use the Internet (Goldberg, Russell, & Cook, 2003). However, the average of U.S. students' use of computers in school was 12 minutes per week (Wells & Lewis, 2006). This descriptive data points out that computers and Internet access are available to students, but most students do not have sufficient time in school with this technology to develop new literacies.
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11 Apr 14
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09 Apr 14
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The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously.
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Internet access has become common in schools.
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Figure 1. Students in Todd's classroom
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As soon as Michael enters his classroom, he takes out his laptop to pick up any files from the school server that his teacher has put there for the day and checks the class webpage (see Figure 2 for the layout of the class webpage). These files may include learning centers, writing prompts, graphic organizers, digital worksheets, URLs, media files (pictures, audio, or video), or corrected work. By bringing these files to his computer, Michael is ready for the teaching and learning expectations of the day. Michael then synchronizes his class calendar with the teacher's so he has the up-to-date homework and event schedule.
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01 Apr 14
Katelyn WiensThis website is about a technological program that helps readers who are struggling in the classroom. This incorporation of technology can help some students learn easier. Reading Rockets is the program mainly mentioned in the article but if you are looking for research and statistics about technology in regards to literacy this would be a great source.
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16 Mar 14
Glen Scallion"Literacy Instruction with Digital and Media Technologies
By: Diane Barone, Todd E. Wright
This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support."-
This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
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As new literacies that include digital and media technologies evolve, preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work
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(International Reading Association, 2001; Leu, Mallette, Karchmer, & Kara-Soteriou, 2005).
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For instance, teachers may identify with past models of literacy that are paper and pencil bound; however, new conceptions involve continually changing views of reading and writing, particularly with the advent of the Internet (Leu et al., 2004; Warschauer, 2006).
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The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously. The Internet allows for immediate dissemination of information through the click of a single link, for instance (Warschauer, 2006). Moreover, Internet access has become common in schools. In 2005, approximately 95% of K-12 classrooms in the United States had Internet access (Parsad & Jones, 2005). Additionally, 80% of kindergartners use computers and over 50% of children younger than 9 years old use the Internet (Goldberg, Russell, & Cook, 2003).
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14 Mar 14
nathaniel neveuComplete for this type of teaching. while most older teachers are used to the same old school text book learning this teacher has seen what this age is coming to and is teaching in a way the student will be able to use it years after his teachings. great article.
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This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
-
As new literacies that include digital and media technologies evolve, preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work (International Reading Association, 2001; Leu, Mallette, Karchmer, & Kara-Soteriou, 2005).
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The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously.
-
- Simply using software programs on computers does not prepare students for new literacies' expectations.
- New literacies are deictic in that they constantly change and require teachers to embrace these changes.
- New literacies are essential in classrooms so that equal opportunities are offered to all students.
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Warschauer's (2006) research found that laptops and connections to the Internet provided scaffolding for many classroom topics, thus building background knowledge. He noted increased student engagement in wireless classrooms as students participated in more diverse writing activities, analysis of reading, and use of media-production software. Finally, he observed how students gained control of reading on the page as well as the screen. The students realized that there was more to a computer than games or chatting and gained practice in reading for a variety of purposes, such as interpreting the textual and visual elements in a document and knowing how to navigate and find information
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As more classrooms and schools adopt one-to-one laptop instruction, the need to document the work of teachers and students in such settings is important (Dunleavy et al., 2007). The descriptions found in this article provide the pragmatic details of making such a transition in instruction and can serve as roadmaps for teachers considering such a shift in their instructional practice.
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Once these activities are complete, he checks to see what the morning sponge is (an activity to keep students engaged as Todd checks in with individual students). Today the sponge is centered on vocabulary, so Michael uses the thesaurus on his laptop for the word launched so that he can gain an idea of what this word means and learn about related words. He then uses his word processing application to write a sentence using this word, thereby demonstrating his understanding of its definition. Complementing the sentence is a nonlinguistic representation of the word that he creates by using a drawing application (see Figure 3). This activity and the class webpage demonstrate the hybridity evident in new literacies documents (Lemke, 1998), where students use word processing, drawing, or music in a single document.
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Students use instant messaging (IM) to pair-share during the reading of the story with their 8 o'clock buddy.
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When working independently, Michael does one of three things. The first is to respond to a writing prompt on his computer that is directly related to the story or informational text read that day. Michael also completes a digital practice sheet or worksheet, a more traditional use of technology. The third activity is a book study. Students are offered multiple titles that are related to the theme of the core program from which to choose.
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Breaks in Instruction
During recess breaks throughout the day, students are free to stay in the room and engage in noninstructional activities. Michael engages in sending IMs, checking and sending e-mail, and going online to enter kid-friendly virtual worlds like Club Penguin (www.miniclip.com/games/club-penguin/en/). Students, particularly those who do not have Internet access at home, enjoy engaging in these activities during breaks in instruction.
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End of the Day Routines
Before leaving school, Michael picks up his homework from the server. Tonight's homework is a graphic organizer that is to be filled out from a webpage. Todd saved a copy of the webpage for pickup because not all of Michael's classmates have Internet access at home. Michael leaves school with his laptop tucked into his backpack, ready for out-of-school learning.
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13 Mar 14
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New literacies are deictic in that they constantly change and require teachers to
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As new literacies that include digital and media technologies evolve, preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work (International Reading Association, 2001; Leu, Mallette, Karchmer, & Kara-Soteriou, 2005). For instance, teachers may identify with past models of literacy that are paper and pencil bound; however, new conceptions involve continually changing views of reading and writing, particularly with the advent of the Internet (Leu et al., 2004; Warschauer, 2006). These new literacies include innovative text formats (multiple media or hybrid texts; Lemke, 1998), new reader expectations (reading nonlinearly; Warschauer, 2006), and new activities (website publication; Leu et al., 2004). They extend traditional literacy experiences with comprehension of information on the Internet; effective use of search engines to locate information; evaluation of Internet sources; communication using e-mail, texts, and chats; and the us
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The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously. The Internet allows for immediate dissemination of information through the click of a single link, for instance (Warschauer, 2006)
-
In 2005, approximately 95% of K-12 classrooms in the United States had Internet access (Parsad & Jones, 2005). Additionally, 80% of kindergartners use computers and over 50% of children younger than 9 years old use the Internet (Goldberg, Russell, & Cook, 2003).
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y using software programs on computers does not prepare students for new
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New literacies are deictic in that they constantly change and require teachers to
-
- New literacies are essential in classrooms so that equal opportunities are offered to all students.
-
By 2005, 55% of U.S. schools had instructional laptops, although not necessarily one-to-one laptop classrooms (Warschauer, 2006). Many schools used carts with laptops with wireless acc
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13 Feb 14
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As new literacies that include digital and media technologies evolve, preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work (International Reading Association, 2001; Leu, Mallette, Karchmer, & Kara-Soteriou, 2005)
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The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously. The Internet allows for immediate dissemination of information through the click of a single link, for instance (Warschauer, 2006). Moreover, Internet access has become common in schools. In 2005, approximately 95% of K-12 classrooms in the United States had Internet access (Parsad & Jones, 2005). Additionally, 80% of kindergartners use computers and over 50% of children younger than 9 years old use the Internet (Goldberg, Russell, & Cook, 2003). However, the average of U.S. students' use of computers in school was 12 minutes per week (Wells & Lewis, 2006). This descriptive data points out that computers and Internet access are available to students, but most students do not have sufficient time in school with this technology to develop new literacies.
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14 Jan 14
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For instance, teachers may identify with past models of literacy that are paper and pencil bound; however, new conceptions involve continually changing views of reading and writing, particularly with the advent of the Internet (Leu et al., 2004; Warschauer, 2006). These new literacies include innovative text formats (multiple media or hybrid texts; Lemke, 1998), new reader expectations (reading nonlinearly; Warschauer, 2006), and new activities (website publication; Leu et al., 2004). They extend traditional literacy experiences with comprehension of information on the Internet; effective use of search engines to locate information; evaluation of Internet sources; communication using e-mail, texts, and chats; and the use of word processing programs (International Society for Technology in Education, 2007).
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New literacies are essential in classrooms so that equal opportunities are offered to all students.
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He noted increased student engagement in wireless classrooms as students participated in more diverse writing activities, analysis of reading, and use of media-production software. Finally, he observed how students gained control of reading on the page as well as the screen. The students realized that there was more to a computer than games or chatting and gained practice in reading for a variety of purposes, such as interpreting the textual and visual elements in a document and knowing how to navigate and find information.
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What makes today's kids really sit up and fires their neural fibers? Technology. Kids don't see laptops, MP3 players, cell phones, PDAs, DVD players, and video games as technology, it's just life. Schools need to connect education to their students' lives with technology.
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The number one thing laptops have done is motivation. Kids are sitting up and leaning into their learning. As a teacher, this is the one thing I want from my students. If I have them engaged and motivated, the sky's the limit.
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09 May 12
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20 Mar 12
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06 Dec 11
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31 Jan 11
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18 Aug 10
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10 Aug 10
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05 Jul 10
Janet CoughlinA great article about what an online 4th grade classroom would look like and their literacy program.
exploringweb20june2010 21stcenturyskills blog reading esl elementary literacy
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21 Jun 10
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20 Feb 10
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15 Feb 10
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16 Jan 10
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15 Jan 10
Alison EberExcellent article describing how one-to-one laptop integration is used to teach 4th grade reading/writing. Lots of ideas and suggested resources.
tech integration laptops literacy professional development resources
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innovative text formats
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new reader
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expectations
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extend traditional literacy experiences with comprehension of information on the Internet; effective use of search engines to locate information; evaluation of Internet sources; communication using e-mail, texts, and chats; and the use of word processing programs
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and new activities (website publication
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the average of U.S. students' use of computers in school was 12 minutes per week
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most students do not have sufficient time in school with this technology to develop new literacies.
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two thirds of teachers feel underprepared to use technology
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resources
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knowledge and skills
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teachers' attitudes and beliefs
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school leadership
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and assessments
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Simply using software programs on computers does not prepare students for new literacies' expectations.
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constantly change
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New literacies are essential in classrooms so that equal opportunities are offered to all students.
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laptops and connections to the Internet provided scaffolding for many classroom topics, thus building background knowledge.
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more diverse writing activities
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analysis of reading
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use of media-production software
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students gained control of reading on the page as well as the screen
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use in and out of school
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www.fes.lyon.k12.nv.us
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school server
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class webpage
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learning centers, writing prompts, graphic organizers,
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digital worksheets, URLs, media files (pictures, audio, or video), or corrected
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work.
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instant messaging (IM) to pair-share during the reading of the story with their 8 o'clock buddy.
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(Todd has a clock for each student with a different person's name near each time. When he says a time, students know their partner.)
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completing a timeline on a computer screen and having students use IM to deepen comprehension and foster engagement.
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Seat-Center-Circle organization
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During Circle time, the teacher most often works on traditional literacy expectations grounded in print. However, during independent times, students engage in new literacies through the use of technology.
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respond to a writing prompt on his computer that is directly related to the story or informational text read that day
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digital practice
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book study
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use a Venn diagram
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or a comparison map to relate his chosen
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blog where other students
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book to stories from the theme.
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reading the same book contribute and comment on each other's postings
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During recess breaks
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engage in noninstructional activities
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Students, particularly those who do not have Internet access at home, enjoy engaging in these activities during breaks in instruction.
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www.kidbiz3000.com
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After the class has finished their assigned KidBiz tasks, there is either a whole-class or small-group discussion of the article to extend meaning and explore answers.
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webpage with all of the stories his class is reading this year. He finds Just a Dream and clicks on Vocabulary from the pull-down menu. With this click, he is taken to a site called Flashcard Exchange, where his teacher has already entered vocabulary words for him to practice.
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Quick Write (first draft writing) on
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their laptops
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interactive writing prompt
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seamless movement from traditional literacy practices, like reading a book, to new literacies through using IM and writing at a website.
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saved electronically
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Every two weeks or so, Michael is instructed to go
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into a folder to revisit later
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back through his Quick Writes and pick one that he would like to take through
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the writing process
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picks up his homework from the server
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saved a copy of the webpage for pickup because not all of Michael's classmates have Internet access at home. Michael leaves school with his laptop tucked into his backpack, ready for out-of-school learning.
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The school targeted a goal that 80% of instruction in each content area would be supported with technology in fourth and fifth grades
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the principal wrote a grant for 2 one-to-one laptop classrooms and received funding
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Table 1. Applications and web support available to students at fernley elementary
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Wright's Techies
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Teachers are pleased with the resources brought to them through the support of the Wright's Techies. They value the help with troubleshooting and teaching other students the technology so they can focus on content.
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their speed triples by the end of one year through their constant use of the keyboard."
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improvements noted in comprehension when teachers were given instruction in new technology use
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gains in motivation, writing competency, and critical thinking when laptops were used in the classroom.
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most assessments evaluate traditional literacy and content
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knowledge
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students did not regress on outcome assessments because of the inclusion of new literacies.
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access to sufficient technology, time for teachers and students to learn the technological applications, and technological support.
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teacher knowledge and attitude about new literacies
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major assessments like the National Assessment of Educational Progress move to the use of computers
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after the first year, most teachers won't spend any more time preparing lessons. Once teachers have training in using laptops and how to integrate technology with state standards there is greater student engagement in learning
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12 Jan 10
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17 Jul 09
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17 Mar 09
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11 Mar 09
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11 Feb 09
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11 Jan 09
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10 Jan 09
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09 Jan 09
Silvia Rosenthal TolisanoThis article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in simil
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