By Susan Watts Taffe, Carolyn B. Gwinn
Read Online or Download Integrating Literacy and Technology: Effective Practice for Grades K-6 PDF
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Additional resources for Integrating Literacy and Technology: Effective Practice for Grades K-6
Example text
Direct teacher instruction in decoding, vocabulary, and comprehension strategies along with scaffolding to promote independence (Beck, McKeown, & Kucan, 2002; National Reading Panel, 2000; Scott, 2004; Taylor & Pearson, 2002). 4. Variation in assessment techniques to inform instruction (Gambrell & Mazzoni, 1999). 5. , 2001). 6. , 2001). 7. , 2001). 3. Seven fundamental features of exemplary print-based literacy in- struction. MOTIVATION, ENGAGEMENT, AND LEARNING It comes as no surprise that students learn more when they are actively engaged in the learning process rather than passive bystanders.
Record dreams self-assessment • Practice using 2. Develop software to concept map anticipate potential 3. Rank dreams challenges 4. Create slide • Confirm availability of laptops and software Critical questions to consider: • What went well? • Why? • What would I do differently next time? • Why? 2. A snapshot of the instructional cycle in Alicia’s second-grade classroom. ful, purpose-driven instruction, assess student learning, and assess and reflect on your teaching. TEACHER LEARNING OPPORTUNITIES: GUIDING YOUR PROFESSIONAL DEVELOPMENT The learning opportunities presented here were developed based on three principles.
By capacity building, we mean “the ability to continuously learn” (Fawcett & Snyder, 1998, p. 122, citing Senge, 1990). Finally, it is likely that teachers’ expertise and classroom resources vary more widely in the area 29 30 INTEGRATING LITERACY AND TECHNOLOGY of technology than in any other area of literacy instruction. Therefore, it is imperative that professional development efforts take into account teachers’ multiple realities, rather than assuming one size fits all (Labbo & Reinking, 1999), and that teachers facilitate their own professional development.