The use of technology in the classroom can allow teachers to cater to the needs of the varied intelligences types to be found in the classroom. Howard Gardener, who is cited in Teaching and Learning with Technology by Duffy and Mc Donald (2008), theorized that human beings have “multiple intelligences” which include: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic and existential. Some texts have added emotional and moral intelligence to this list.
Many of the web 2.0 technologies with which we are now familiar can be useful tools in classroom where there are several learner types. The following are some examples of how technology can be incorporated in the classroom to meet the needs of different learner types. I am sure that if we observe carefully we will find all f these learner types amongst our students.
-Logical-Mathematical:
- Organizational tools (databases, calendars)
-Calculation tools (spreadsheets)
- Visual/Spatial:
- Photo sharing websites
- Comics and Sequential art
- Musical:
- Video and audio recorders - digitize singing, musical instruments
- Sound and music files
-Bodily-Kinesthetic:
-Keyboarding, mouse, joystick, and other devices for movement
-Scientific probes and microscopes
-Interpersonal:
- Email projects
-Word processing - chain writing, group editing, peer writing, brainstorming
-Intrapersonal:
- Blogs
-Webquests
-Concept maps (Inspiration and Kidspiration) - idea webs
-Naturalistic
-Audio and video cameras - record natural world
-Digital cameras - record natural world, field trips
-Existentialist
- email
- chat
( http://eduscapes.com/tap/topic68h.htm)
Tuesday, August 3, 2010
Thoughts on Technology, SEA and Equity
One of the most important things about the use of technology in the classroom is that learning should be fun. Here in Trinidad there is a great tendency to test, measure and stratify our students. The common entrance exam and the SEA are examples of how we stratify our children in society. My sister who recently completed her Masters in Education in Norway believes that the S.E.A exams is both the symptom and cause of many of the ills in our society because of the way in which it stratifies and separates our students at such a tender age, causing much tension and strife from early stages in development.
In my view, the use of technology in the classroom can help revolutionize the inequities which exist in education. Students from any background now have access to the same information which only few students had previously due to access etc. The initiative by the MOE (Ministry of Education) to have technology available to all is a step in this direction. Not only will students have greater access to information but they will also become more motivated to participate in 21st century literacies. A review of various research articles on technology in education reported that the integration of multiple interactive technologies into education increases motivation and confidence especially for ‘at risk’ students (Cradler, J. and Bridgforth, E., 1994). This will hopefully be the case in Trinidad when in September our students will be given laptops to take home. There is of course much more to be said on the topic but for now, food for thought!
In my view, the use of technology in the classroom can help revolutionize the inequities which exist in education. Students from any background now have access to the same information which only few students had previously due to access etc. The initiative by the MOE (Ministry of Education) to have technology available to all is a step in this direction. Not only will students have greater access to information but they will also become more motivated to participate in 21st century literacies. A review of various research articles on technology in education reported that the integration of multiple interactive technologies into education increases motivation and confidence especially for ‘at risk’ students (Cradler, J. and Bridgforth, E., 1994). This will hopefully be the case in Trinidad when in September our students will be given laptops to take home. There is of course much more to be said on the topic but for now, food for thought!
Monday, July 26, 2010
Vocabulary Development and Electronic Books
Using ebooks in the classroom is another Web 2.0 option which teachers can utilize. Ebooks have features not found in regular printed texts. These include audio and animation features, word and sentence recall, built in highlighting and word definition. It is possible to also insert electronic sticky notes to make notes as you read. One of the key aspects to note about ebooks is that they are interactive and can leveled for the appropriate reading audience.
In “Using Electronic books to Promote Vocabulary Development, the authors (Higgins & Hess, 2000) suggest that it is a great tool for teaching vocabulary. They point out that vocabulary learning is supported by the animation features which students can use to make inferences about the text they are reading. While some studies they presented revealed that students improved in vocabulary knowledge with the easier texts, other studies determined that overall comprehension with more difficult texts was not as easy for students. With the more difficult texts, teacher instruction and guidance was necessary. The overall finding (Higgins & Hess, 2000) with respect to vocabulary development was that supplemental vocabulary instruction in conjunction with the animations in an electronic book is needed in order for significant improvements in students’ vocabulary to be seen. They point out further, “that the person providing the supplementary instruction must be familiar with the animation features of the target vocabulary words in the electronic book, must know synonyms for the target words, and must be able to generate questions that require the children to relate the target words to their world.” (Higgins & Hess, 2000, p.429) With struggling readers in particular, one on one reading activities (teacher and child) is recommended.
In “Using Electronic books to Promote Vocabulary Development, the authors (Higgins & Hess, 2000) suggest that it is a great tool for teaching vocabulary. They point out that vocabulary learning is supported by the animation features which students can use to make inferences about the text they are reading. While some studies they presented revealed that students improved in vocabulary knowledge with the easier texts, other studies determined that overall comprehension with more difficult texts was not as easy for students. With the more difficult texts, teacher instruction and guidance was necessary. The overall finding (Higgins & Hess, 2000) with respect to vocabulary development was that supplemental vocabulary instruction in conjunction with the animations in an electronic book is needed in order for significant improvements in students’ vocabulary to be seen. They point out further, “that the person providing the supplementary instruction must be familiar with the animation features of the target vocabulary words in the electronic book, must know synonyms for the target words, and must be able to generate questions that require the children to relate the target words to their world.” (Higgins & Hess, 2000, p.429) With struggling readers in particular, one on one reading activities (teacher and child) is recommended.
The Word Processor as an Instructional Tool…….
The Word Processor as an Instructional Tool…….
Although the word processor as an instructional tool is outdated in many parts of the world, in the under-developed world, it is still a very valuable tool in writing instruction. Robert Drouns asserts that the use of this technology in the classroom can be improved by “adapting instruction to software strengths and adding metacognitive prompts to the writing program.” He further explains that before and during the writing activity, the teacher should attempt to open up the student’s “cognitive processes by stimulating (in the child) an inner dialogue that typifies self-regulated learners.”
Although current technology has surpassed the capabilities of the word processor, the author suggests that it should be understood “in context” in terms of its transformative role in classroom instruction. The author however acknowledges in a citation from Perkins that the word processor, with respect to its fairly simple functions, may be viewed as ‘first order finger tip technology’ in relation to other technologies with. (p.18) It is however in the classroom where the truth is revealed. Is it, he asks, an instructional tool, or a cognitive tool? (p.86) I believe it can be use both cognitively and for instruction. In my experience, many of my students struggle with simple sentence construction and editing techniques which require much practice to perfect. Also, many of our school based assignments are pure research projects that have to be typed up to be forwarded o the Ministry of Education which is not interested in anything but black and white legible printed products. In my classroom there will be time for the creative, interactive type activities but there will always be room for the basics. As I work with them on their SBA projects, I try to apply metacognitive techniques to help them think about how they organize their ideas. With word processing they easily move paragraphs and sentences to where they fit better. With the use of the internet in such research projects, I also use a metacognitive approach to help students think about information selection as it applies to their specific project.
Although the word processor as an instructional tool is outdated in many parts of the world, in the under-developed world, it is still a very valuable tool in writing instruction. Robert Drouns asserts that the use of this technology in the classroom can be improved by “adapting instruction to software strengths and adding metacognitive prompts to the writing program.” He further explains that before and during the writing activity, the teacher should attempt to open up the student’s “cognitive processes by stimulating (in the child) an inner dialogue that typifies self-regulated learners.”
Although current technology has surpassed the capabilities of the word processor, the author suggests that it should be understood “in context” in terms of its transformative role in classroom instruction. The author however acknowledges in a citation from Perkins that the word processor, with respect to its fairly simple functions, may be viewed as ‘first order finger tip technology’ in relation to other technologies with. (p.18) It is however in the classroom where the truth is revealed. Is it, he asks, an instructional tool, or a cognitive tool? (p.86) I believe it can be use both cognitively and for instruction. In my experience, many of my students struggle with simple sentence construction and editing techniques which require much practice to perfect. Also, many of our school based assignments are pure research projects that have to be typed up to be forwarded o the Ministry of Education which is not interested in anything but black and white legible printed products. In my classroom there will be time for the creative, interactive type activities but there will always be room for the basics. As I work with them on their SBA projects, I try to apply metacognitive techniques to help them think about how they organize their ideas. With word processing they easily move paragraphs and sentences to where they fit better. With the use of the internet in such research projects, I also use a metacognitive approach to help students think about information selection as it applies to their specific project.
Saturday, July 24, 2010
THIRD SPACE
The amazing thing about the incorporation of new literacies into our schools is the creation of a “third space”. This concept was described in an article on podcasting by Suzanne Smythe and Paul Neufeld. The authors (Smythe & Neufeld, 2010)identified a study on “podcast time” in which students involved creatively sourced data and information (symbols, music, stories etc.) from the various cultural and social sources available to them (home, community, popular culture) to produce dynamic podcasts. As a result of this production process which was unlike any other area of production within the curriculum, students themselves made a clear distinction of pedagogic spaces. They identified a ‘podcast time’ and a ‘class time’.
As educators we all know how creative our students can be and how willing they are to participate if we make things a little more fun loving for them. As we begin to incorporate technology into our lessons, we will necessarily begin to cover what Smythe and Neufeld refer to as ‘new pedagogic territory’ (Smythe and Neufeld, 2010, p.494) This means that we will be challenged to think outside the boxes and books as far as our students’ contributions and creativity is concerned. With Web 2.0 technologies we live in a changing world which impacts our classroom. Quite unconsciously our classrooms are microcosmic mirrors of this world consciously however, we as educators need to modify our instructional strategies towards a more metacognitive style as we teach students how to think and sort information with which they are bombarded. Inevitably they will want to be creative and engaged but like the students in the study, they will be sourcing information from various places and spaces. A metacognitive approach is therefore increasingly more appropriate since we cannot (sometimes if we apply the strictest measures) always control what information they have access to.
As educators we all know how creative our students can be and how willing they are to participate if we make things a little more fun loving for them. As we begin to incorporate technology into our lessons, we will necessarily begin to cover what Smythe and Neufeld refer to as ‘new pedagogic territory’ (Smythe and Neufeld, 2010, p.494) This means that we will be challenged to think outside the boxes and books as far as our students’ contributions and creativity is concerned. With Web 2.0 technologies we live in a changing world which impacts our classroom. Quite unconsciously our classrooms are microcosmic mirrors of this world consciously however, we as educators need to modify our instructional strategies towards a more metacognitive style as we teach students how to think and sort information with which they are bombarded. Inevitably they will want to be creative and engaged but like the students in the study, they will be sourcing information from various places and spaces. A metacognitive approach is therefore increasingly more appropriate since we cannot (sometimes if we apply the strictest measures) always control what information they have access to.
Friday, July 23, 2010
Transitioning from Traditional Literacies to New Literacies in Reading Workshops.
In this blog, I refer to a couple of important issues discussed by Lotta C. Larson in her article(Larson, 2008); “Electronic Reading Workshop: Beyond Books With New Literacies and Instructional Technologies”. The first idea which caught my attention is one espoused and mandated by NETS (National Educational Technology Standards) They provide standards for teachers and for students. Standards for the students direct teachers on preparing their students for the global society in which we now live. The NETS for teachers is a framework for teachers to transition their schools from the Industrial Age to the Digital Age. (p.121) Caribbean teachers are on the whole struggling to meet the mandates of NETS, since we have genuine socio-economic constraints which have affected the development of technological systems in our various school systems as a whole and in our individual (island) literacy development strategies in part. The Reading Specialist Program at UWI is an attempt to improve or literacy levels in the schools and fortunately at this time many schools have been equipped with computers to facilitate the requirements of the MOE ICT policy and initiatives.
Larson (Larson, 2008), suggests that it is necessary to embed technology in literacy training workshops for teachers. Components of a reading workshop should therefore include not only the traditional approaches to literacy enhancement in that area, but also the new literacy applications. Each workshop should include for sections; literature selection, literature response journals, literature conversations, and project response options. In the Literature selection component, the traditional approach would be to select print texts such as novels, picture books and magazine articles. With the new literacy approach this aspect of the reading workshop should include an electronic component which would include e-books, online reading materials, hypertexts etc. Edrl 6004, in my view is addressing the new literacy aspect of literacy instruction. I think that it would be great to have a part two to this course because it is absolutely fascinating to think of the possibilities in classroom instruction with new literacy strategies and tools. Students at my school are particularly visual and verbal, but struggle with traditional print literacy especially with producing written materials, so I’m happy that I will be better equipped to teach literacy in the new term just with the basics that I have learnt thus far but I will definitely will be.
Larson (Larson, 2008), suggests that it is necessary to embed technology in literacy training workshops for teachers. Components of a reading workshop should therefore include not only the traditional approaches to literacy enhancement in that area, but also the new literacy applications. Each workshop should include for sections; literature selection, literature response journals, literature conversations, and project response options. In the Literature selection component, the traditional approach would be to select print texts such as novels, picture books and magazine articles. With the new literacy approach this aspect of the reading workshop should include an electronic component which would include e-books, online reading materials, hypertexts etc. Edrl 6004, in my view is addressing the new literacy aspect of literacy instruction. I think that it would be great to have a part two to this course because it is absolutely fascinating to think of the possibilities in classroom instruction with new literacy strategies and tools. Students at my school are particularly visual and verbal, but struggle with traditional print literacy especially with producing written materials, so I’m happy that I will be better equipped to teach literacy in the new term just with the basics that I have learnt thus far but I will definitely will be.
From Traditional Literacies to New Literacies
This is a very important discussion as we proceed forward into the Masters in Reading Program. Only an hour ago, I read an article by Norman Higgins and Laura Hess (Higgins & Hess, 2000) which addressed the issue of teacher involvement in vocabulary instruction when using the eBooks as an instructional tool in language comprehension. Teachers must be involved to guide, scaffold, and to support students' learning development not only in vocabulary and comprehension but in all areas of instruction which utilize electronic tools. The term 'tool' is an appropriate metaphor for these devices which enter the classroom for instructional purposes. In the classroom, the teacher is the 'handyman/woman' who uses these tools to enhance instruction and learning. He/she is therefore responsible for how and when they are used in the classroom.
Here in the Caribbean very few studies have been done to ascertain the impact of these tools on the learning achievement of our students. We can assume however, based on educational studies done by the experts, that there is some value to the use of technological tools in the classroom. We as teachers see for ourselves that our students become somewhat instantaneously motivated to pay attention, focus and interact when certain electronic tools or programs are applied in the classroom context. This is exciting for us too as we can begin to imagine the classroom engagement which this type response to electronic tools will have in our Caribbean classrooms.....bringing the 'under the mango tree discussions' into the classroom is what comes to mind.
Here in the Caribbean very few studies have been done to ascertain the impact of these tools on the learning achievement of our students. We can assume however, based on educational studies done by the experts, that there is some value to the use of technological tools in the classroom. We as teachers see for ourselves that our students become somewhat instantaneously motivated to pay attention, focus and interact when certain electronic tools or programs are applied in the classroom context. This is exciting for us too as we can begin to imagine the classroom engagement which this type response to electronic tools will have in our Caribbean classrooms.....bringing the 'under the mango tree discussions' into the classroom is what comes to mind.
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