C&I 209: Digital Literacy September 1, 2011

Observe teacher administering CAP assessments Discuss the nature of technology in classrooms today Discuss Web Literacy Explore some Web Tools available for classroom use Define Agency and Identity Describe ways teachers develop agency and identity in students Develop a plan for working with students to develop their identities as literate people and their agency

Observation Survey Developed by Marie Clay Six observation tasks: 1.Running Records 2.Letter Identification 3.Concepts about print 4.Word Tests 5.Writing vocabulary 6.Hearing and recording sounds in words

How do we teach CAP? Activities with High Frequency Words Exploring Environmental Print Phonemic Awareness Structural Analysis (word parts) Using words familiar to students (names) All of these should be embedded in meaningful authentic literacy experiences

Use this to list the assessments that you have learned about and how you might choose to apply them to tutoring with your student. Consider what it is you want to know and the purpose of the assessment. What does this assessment designed to do? What information can you get from it? How does it fit in with other assessments? Why give this assessment? (what is the purpose; which of 6 language arts can you gather information about? ) What changes need to be made? (what are the pros/cons of this assessment?) What do you still need to know?

Something to Ponder… Turn and talk: What does this mean for you as a teacher? Share which tools you are familiar with, which ones you have actually used and what some of your reservations are. Consider some other perspectives. What might other teachers, students, administrators, parents.

Illinois Professional Teaching Standards #4 Planning for Instruction- The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.  4E. Understands how to integrate technology into classroom instruction.  4F. Understands how to review and evaluate educational technologies to determine instructional value.  4G. Understands how to use various technological tools to access and manage information.  4H. Understands the uses of technology to address student needs.  4N. Incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.  4Q. Uses teaching resources and materials which have been evaluated for accuracy and usefulness.  4R. Accesses and uses a wide range of information and instructional technologies to enhance student learning.

Illinois Professional Teaching Standards #6 Instructional Delivery - The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.  6C. Knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.  6K. Uses a wide range of instructional technologies to enhance student learning.  6N. Uses technology appropriately to accomplish instructional objectives.

Classrooms and Instruction are changing  The use of Web 2.0 tools affects both the learning and teaching environment.  Literacy instruction is no longer limited to paper and pencil, basals, and books. Today's student is accustomed to being a producer of text, not just a passive consumer.  Students have to "shut down" to come to school  Web 2.0 tools provide authentic literacy learning experiences for students  Students can have a world-wide audience  Students can collaborate with students from anywhere in the world  Web 2.0 tools are designed to be easy to use, produce, edit, create, and share  Web 2.0 tools are FREE!

What is digital literacy? Why is it important? What does this mean for us as classroom teachers?

Question 1 What is a URL?

Answer URL - Uniform Resource Locator Source:

Question 2 Identify these extensions and what they represent:.org.k12.gov.com.edu.ac.net.mil.jp

Answers.org - organization.k12 - school.gov - government.com - commerce.edu - college.ac - academic.net - business.mil - U. S. military.jp - Japan Extensions

Question 3 List as many major search engines as you can

Answers Google Alta Vista Ask.com Quintura for Kids Quintura Kartoo Meta-Search Engines – Dogpile Dogpile – Clusty Clusty – Databases provided by libraries

Question 4 How does a site get to the top of the search results in Google?

Answer Getting to the top of Google Google Bombing – Ultimate popularity contest – I’ll put your link on my page if you’ll put my link on yours

Question 5 What clues in a web address might indicate you are on a personal website? Why is knowing this important?

Answers Website clues – ~ or % – users, members, people in URL Importance – Identifies the author and/or organization

An Example Truncating- Being able to read and truncate a URL allows you to get the full picture of the site Ever heard of Mechanical Marvels?Mechanical Marvels What happens if we truncate this site? Moral of the story: Determine the source site

Question 6 How do you find the owner or publisher of a website? Why is it important to know these facts?

Answer Website owner/publisher – Who Is MLK search Who IsMLK search – Who Is Source Who Is Source MLK search The owner of this site

Answer Why is it important? – MLK site MLK site Civil Rights Library Rosa Parks Students have to be able to determine the validity and viewpoint of sites

Question 7 How do you find the history of any given website? OR What do you do if the site is no longer available?

Answer Website history – Wayback Machine at – Look at MLK.org in the Wayback Machine resultsresults What do you know now? – Up since 1999 – Change in design to appeal to kids Change in design

Remember Google Bombing? Google Martin Luther King, Jr. Let’s look again Google: MLK Google Bombing story My Ed Tech network

Resources November Learning – – Courses on Internet Literacy for $19.95

Web 2.0 Participatory Culture & the Power of the Network – Collaboration – Creation – Connection

Digital Literacy in Action Digital literacy in “real” classrooms – = =1337 What are the advantages of this type of instruction? What do you see as the limitations?

Creating community… Let’s visit a first grade class-first grade – com/ com/ Features Web 1.0 or Web 2.0?

Some tools to explore Diigo Glogster Vocaroo Wiki VoiceThread What are you familiar with and what have you used?

Some more spaces… Google Docs o+%26+Podcasting o+%26+Podcasting

Building an Insider View: Social Imagination “The ability to read others” “…. The possibility of understanding our own and others’ experiences from that many more vantage points” “Valuing, exploring, and appreciating multiple perspectives in the classroom.” (Johnston, Knowing Literacy, 1997)

Flexibility and Transfer What an adult assumes to be erroneous often reflects development in the child. Children’s expressions of language or inventions, reflect their current schemas, or working models for how language works” (Owacki & Goodman, 2002) Aquarium Writing Evan’s List

Identity and Agency Identity- the uniquenesses and affiliations that define people and what they are becoming Agency- the belief that one’s actions can make an impact What examples really stuck out to you? Which one are you interested in “trying” on as you become a teacher? Discuss some of your thoughts

So What…. Revisit the Big Ideas Chart. – What ideas will you add – What does this mean for you as a classroom teacher? – What action do you need to take?

Next Class Read Miscue Analysis Made Easy (Wiki) and Packet pp Look over Improving Reading, Ch. 4 (pp ) Bring Packet pp (We will use these to practice in class on both days next week) Print off Improving Reading, p. 324 (on the CD)