Connection to Other Key Issues in Educational Technology
Developing information literacy, technology skills (in students)
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Information literacy skills are a key part of this proposal. From a technology standpoint, many skills are required as well. Since this project revolves around the very important literacy skill of reading fluency, students must be well on their way to having a solid literacy foundation in order to successfully use technology to improve their fluency skills. In every early elementary classroom, literacy is a major focus. Increasingly, we are using computers and Internet resources to help in this major task. In addition to the basic literacy skills needed to read and comprehend text, students need a good working knowledge of computers. We must assume that many second graders come into our classrooms without the needed computer knowledge or skills. Therefore, time must be allotted to teach those skills necessary. These skills include: basic computer terminology, basic computer operational skills. Internet safety knowledge, and Internet navigation skills. When the teacher determines that there are some students in the class who are skilled in these areas, students can be paired strategically so that those with inferior knowledge and skills are working with students who are more competent with computers.
Meeting the diverse needs of students using the idea of Universal Designs for Learning (UDL)
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One of the most challenging aspects of teaching is the effort to reach each student and give each one the individualized attention and learning experience that he or she needs. However, I would argue that my proposal goes a long way to make this task easier. Integrating this technology addresses the components of UDL in the following ways:
- Representation: Laptops offer much greater variety in the presentation of fluency materials. Traditional fluency practice is done using trade books or photocopied fluency passages. The Internet offers a rich variety of visual texts, audio recordings, and animations in fluency passages. In addition, when a student records his or her own voice and then assesses the fluency of the reading, this is yet another representation of the material which would be impossible without using this technology.
- Engagement: Today’s digital natives are accustomed to the high level of visual and auditory stimulation that most web-based programs for children offer. This keeps the students interested and engaged in their own learning.
- Expression: Students are able to express their knowledge, skill, and improving fluency through reading aloud along with the computer, recording their readings, and comparing the fluency levels of successive readings. Groups of students can also show their improvement through the Reader’s Theater passage readings.
- Affective Networks: Because students will be able to listen to a variety of fluent readers by using various Internet websites or recordings made by the teacher, they will be more motivated and interested in improving their own fluency. They might even decide to challenge themselves to sound more like the readers to whom they are listening. In short, this type of computer learning and practice will be highly motivating, challenging, and enjoyable for students.
Social and ethical uses of technology and healthy practices in the use of educational technology
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Due to the age level of my students and the nature of technology use specific to this proposal, many of the issues surrounding social and ethical uses of technology are not a concern. Students will not be creating anything that will be published on the Internet, nor will they be researching or searching for information online. Therefore, copyright, intellectual property, and social media issues are not relevant in this case. The issue of digital equity must be considered, however. Naturally, there will be differences in students’ experiences and skill levels with technology. Some students will have Internet access at home and parents or older siblings who will teach them, either explicitly or through exposure, about technology. Some students will not have access to computers or the Internet outside of school at all. This is where the strategic pairing of students will be beneficial. The issue of digital citizenship is addressed in our curriculum through the weekly technology classes in which all students participate. These concepts will be reinforced, reviewed, and enforced in the classroom. Students will learn about Internet safety, cyberbullying, and netiquette through minilessons taught during class time.
Using technology to facilitate/develop creativity and critical thinking skills in students
Because this plan addresses reading fluency, opportunities for creativity are limited. However, students will be using their creativity skills when they are practicing a Reader’s Theater piece with other students. They must think about the specific traits and personality of the character whose lines they are reading and act accordingly. Critical thinking is certainly a part of my plan. Students must be able to critically think about their own reading, the reading of others, decide on the fluency level of the reading that they are listening to, and decide what specifically needs improvement. Of course, with such young students, these critical thinking skills must be taught so that they know what to listen for and what qualifies as fluent reading.
Using technology to engage in professional development and leadership
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I will need to familiarize myself with the specific functions of the laptops that will be used, and also with the specifics of each fluency website that we will be accessing. Though I have used Audacity in the past, I need to refresh my skills so that I am comfortable enough to teach young students how to do this. I also will need to find a way to store all of the Audacity recordings in one location or on one device for easier access and assessment. The resources I will use for this are numerous, but certainly the manufacturer’s websites and technical support websites will be of great use.
This plan also presents a great opportunity for me to educate and share with my colleagues. Since the laptops will be on a mobile cart, I will be able to set up a schedule to rotate the laptops around to teachers who are interested in trying to implement this plan in their own classrooms. I can also give regular updates on the progress that I am seeing and the challenges/successes of this plan at staff meetings during our monthly staff share time.
This plan also presents a great opportunity for me to educate and share with my colleagues. Since the laptops will be on a mobile cart, I will be able to set up a schedule to rotate the laptops around to teachers who are interested in trying to implement this plan in their own classrooms. I can also give regular updates on the progress that I am seeing and the challenges/successes of this plan at staff meetings during our monthly staff share time.