1. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 1 Exploring the Basics of Constructivism and Discourse Analysis with a Focus on Technology Enhancements Day 2 Exploring the Basics of Constructivism and Discourse Analysis with a Focus on Technology Enhancements Day 2

2. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 2 Course Overview Day 1 - Constructivism and technology in English language teaching Day 1 - Constructivism and technology in English language teaching Day 2 - National Educational Technology Standards (NETS) and English language teaching Day 2 - National Educational Technology Standards (NETS) and English language teaching Day 3 - Discourse Analysis and technology in English language teaching Day 3 - Discourse Analysis and technology in English language teaching Day 4 - Teaching S.M.A.R.T with the Internet (hands on use of Internet tools) Day 4 - Teaching S.M.A.R.T with the Internet (hands on use of Internet tools)

3. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 3 Day 2 - National Educational Technology Standards (NETS) and Language Teaching Task 1- Consider how societal change demands educational shift Task 1- Consider how societal change demands educational shift Task 2 - Identify traditional vs new paradigm for the learning process Task 2 - Identify traditional vs new paradigm for the learning process Task 3 - Discuss essential conditions for new learning environment to succeed Task 3 - Discuss essential conditions for new learning environment to succeed Task 4 - Understand the NETS for Students Task 4 - Understand the NETS for Students Task 5 - Evaluate English Language Arts Content Standards Task 5 - Evaluate English Language Arts Content Standards Task 6 - Analyze a technology-based English project Task 6 - Analyze a technology-based English project Task 7 - Brainstorm technology activities Task 7 - Brainstorm technology activities Task 8 - Reflect: Nicenet Discussion Board Task 8 - Reflect: Nicenet Discussion Board

4. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 4 Day 2 Task 1- Consider How Societal Change Demands Educational Shift Traditional teaching approach Arose at beginning of 20th century Arose at beginning of 20th century Factory model designed to prepare large number of low skilled workers Factory model designed to prepare large number of low skilled workers Standardized instruction for everyone Standardized instruction for everyone Teacher centered: expert dispenser of knowledge Teacher centered: expert dispenser of knowledge Broadcast model: active teacher, passive students Broadcast model: active teacher, passive students

5. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 5 Day 2 Task 1- Consider How Societal Change Demands Educational Shift New teaching approach Arose at the end of the 20th century Arose at the end of the 20th century Technology-enhanced instruction; prepares students to be life-long learners in information dense society Technology-enhanced instruction; prepares students to be life-long learners in information dense society Differentiated instruction Differentiated instruction Student centered: Teacher is mentor; partner in collaborative learning Student centered: Teacher is mentor; partner in collaborative learning Interactive model: Students and teacher discover and share information together Interactive model: Students and teacher discover and share information together

6. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 6 Day 2 Task 2 -Identify traditional vs new paradigm for the learning process. 1. Examine the following 20 characteristics of Traditional and New Learning Environments. 2. Match them into 10 contrasting pairs. 3. Align them under the appropriate heading: –Traditional Learning Environment OR –New Learning Environment

7. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 7 Day 2 Task 2 -Identify traditional vs new paradigm for the learning process. Authentic, real-world context Authentic, real-world context Teacher-centered instruction Teacher-centered instruction Proactive/planned action Proactive/planned action Single-sense stimulation Single-sense stimulation Critical thinking and informed decision-making Critical thinking and informed decision-making Single-path progression Single-path progression Active/exploratory/inquiry-based learning Active/exploratory/inquiry-based learning Single media Single media Information exchange Information exchange Isolated work Isolated work

8. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 8 Day 2 Task 2 -Identify traditional vs new paradigm for the learning process. Collaborative work Collaborative work Information delivery Information delivery Passive learning Passive learning Multimedia Multimedia Factual, knowledge-based learning Factual, knowledge-based learning Multi-path progression Multi-path progression Reactive response Reactive response Multisensory stimulation Multisensory stimulation Isolated, artificial context Isolated, artificial context Student-centered instruction Student-centered instruction

9. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 9 Day 2 Task 2 -Identify traditional vs new paradigm for the learning process. Traditional Learning Environments Teacher-centered instruction Teacher-centered instruction Single-sense stimulation Single-sense stimulation Single-path progression Single-path progression Single media Single media Isolated work Isolated work New Learning Environments Student-centered instruction Multisensory stimulation Multipath progression Multi-media Collaborative work

10. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 10 Day 2 Task 2 -Identify traditional vs new paradigm for the learning process. Traditional Learning Environments Information delivery Information delivery Passive learning Passive learning Factual, knowledge-based learning Factual, knowledge-based learning Reactive response Reactive response Isolated, artificial context Isolated, artificial context New Learning Environments Information exchange Active/exploratory/inquiry -based learning Critical thinking and informed decision-making Proactive/planned action Authentic, real-world context

11. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 11 Day 2 Task 2 -Identify traditional vs new paradigm for the learning process. Would you characterize your teaching practices as mostly “traditional” or mostly “new”? Would you characterize your teaching practices as mostly “traditional” or mostly “new”? With a partner: With a partner: –Identify at least two classroom activities that you now conduct in a “traditional” manner. –Brainstorm ways in which these activities could be modified in order to make them more consistent with a “new” learning model. Share with the group one of your newly modified activities. Share with the group one of your newly modified activities.

12. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 12 Day 2 Task 3 - Discuss Essential Conditions for New Learning Environments Which of these are in place in your institution? Vision supported by the education system Vision supported by the education system Educators skilled in educational technology use Educators skilled in educational technology use Content standards and curriculum resources Content standards and curriculum resources Student-centered approaches to learning Student-centered approaches to learning Assessment of technology use Assessment of technology use Access to Internet and software Access to Internet and software Technical help for use and maintenance Technical help for use and maintenance Community partners for support and interaction Community partners for support and interaction Ongoing financial support to sustain technology Ongoing financial support to sustain technology Policies/standards supporting new environment Policies/standards supporting new environment

13. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 13 Day 2 Task 4 - Understand the NETS for Students NETS = National Educational Technology Standards for Students Teachers must also acquire these skills Teachers must also acquire these skills Six broad-based categories Six broad-based categories Standards within the categories should be introduced, reinforced, and mastered Standards within the categories should be introduced, reinforced, and mastered Standards are further broken down into “performance indicators” by age group Standards are further broken down into “performance indicators” by age group Teachers use the standards to develop technology-based activities. Teachers use the standards to develop technology-based activities.

14. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 14 Day 2 Task 4 - Understand the NETS for Students 1. Basic operation and concepts Students demonstrate a sound understanding of the nature and operation of technology systems Students demonstrate a sound understanding of the nature and operation of technology systems Students are proficient in the use of technology. Students are proficient in the use of technology.

15. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 15 Day 2 Task 4 - Understand the NETS for Students 2. Social, ethical, and human issues Students understand the ethical, cultural, societal issues related to technology. Students understand the ethical, cultural, societal issues related to technology. Students practice responsible use of technology systems, information, and software. Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

16. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 16 Day 2 Task 4 - Understand the NETS for Students 3. Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications, and produce other creative works. Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications, and produce other creative works.

17. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 17 Day 2 Task 4 - Understand the NETS for Students 4. Technology communications tools Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

18. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 18 Day 2 Task 4 - Understand the NETS for Students 5. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

19. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 19 Day 2 Task 4 - Understand the NETS for Students 6. Technology problem-solving and decision-making tools Students use technology resources for solving problems and making informed decisions. Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world. Students employ technology in the development of strategies for solving problems in the real world. See the proposed rubric (9/2004) assessing students’ knowledge of the six NETS for students. See the proposed rubric (9/2004) assessing students’ knowledge of the six NETS for students.proposed rubric proposed rubric –http://www.ncrel.org/tech/nets/rubrics.htm

20. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 20 Day 2 Task 5 - Evaluate English Language Arts Content Standards 1. Students read a wide variety of print and nonprint texts to understand themselves, cultures of the U.S. and the world; to acquire new information; respond to demands of society and workplace, and for personal fulfillment. Texts include fiction/non fiction, classic and contemporary works. 1. Students read a wide variety of print and nonprint texts to understand themselves, cultures of the U.S. and the world; to acquire new information; respond to demands of society and workplace, and for personal fulfillment. Texts include fiction/non fiction, classic and contemporary works. 2. Students read wide range of literature from many periods and many genres to understand the human experience (philosophical, ethical, aesthetic). 2. Students read wide range of literature from many periods and many genres to understand the human experience (philosophical, ethical, aesthetic).

21. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 21 Day 2 Task 5 - Evaluate English Language Arts Content Standards 3. Students apply range of strategies to comprehend, interpret, evaluate and appreciate texts. Draw on experience, interactions with others, knowledge of word meanings, word identification strategies, and understanding of textual features (e.g. sentence structure, context, graphics) 3. Students apply range of strategies to comprehend, interpret, evaluate and appreciate texts. Draw on experience, interactions with others, knowledge of word meanings, word identification strategies, and understanding of textual features (e.g. sentence structure, context, graphics) 4. Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 4. Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

22. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 22 Day 2 Task 5 - Evaluate English Language Arts Content Standards 5. Students employ many strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 5. Students employ many strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 6. Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

23. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 23 Day 2 Task 5 - Evaluate English Language Arts Content Standards 7. Students conduct research by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print, nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. 7. Students conduct research by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print, nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g. libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. 8. Students use a variety of technological and information resources (e.g. libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

24. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 24 Day 2 Task 5 - Evaluate English Language Arts Content Standards 9. Students develop an understanding and respect for diversity in language use, patterns, and dialects cross cultures, ethnic groups, geographic regions and social roles. 9. Students develop an understanding and respect for diversity in language use, patterns, and dialects cross cultures, ethnic groups, geographic regions and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

25. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 25 Day 2 Task 5 - Evaluate English Language Arts Content Standards 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information.

26. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 26 Day 2 Task 5 - Evaluate English Language Arts Content Standards Review the English Language Arts Content Standards: Are all of these Content Standards applicable to courses offered within the English department of this university? If not, explain why some do not apply. Are all of these Content Standards applicable to courses offered within the English department of this university? If not, explain why some do not apply. Choose at least three Content Standards from the list and describe a classroom activity/assignment/project that could be used to partly or completely satisfy that standard. Choose at least three Content Standards from the list and describe a classroom activity/assignment/project that could be used to partly or completely satisfy that standard. Sample lesson plan based on NETS and Content Standards (Citing Sources- Karen Mok ) http://www.cccoe.net/tdf/Mok/bpc/index.html Sample lesson plan based on NETS and Content Standards (Citing Sources- Karen Mok ) http://www.cccoe.net/tdf/Mok/bpc/index.html Sample lesson plan http://www.cccoe.net/tdf/Mok/bpc/index.html Sample lesson plan http://www.cccoe.net/tdf/Mok/bpc/index.html Sample lesson plan based on Science Content Standards (Tsunamis) Sample lesson plan based on Science Content Standards (Tsunamis) Sample lesson plan Sample lesson plan http://school.discovery.com/teachers/tsunami/

27. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 27 Day 2 Task 6 - Analyze a Technology- Based English Project Form groups of three. Take notes as you observe a demonstration of Culture Capsules, a Web-based language and technology project. Form groups of three. Take notes as you observe a demonstration of Culture Capsules, a Web-based language and technology project.Culture CapsulesCulture Capsules –Group member 1: Note the NETS standards covered in the project –Group member 2: Note the English Language Arts content standards that are covered in the project –Group member 3: Keep track of how many characteristics of new learning environments are present

28. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 28 Day 2 Task 7 - Brainstorm Technology Activities Brainstorm activities that you might try using these tools: Use a word processor to Use a word processor to Use email to Use email to Use Nicenet to Use Nicenet to Use PowerPoint to Use PowerPoint to Use a database to Use a database to Use a spreadsheet to Use a spreadsheet to Use a graphics program to Use a graphics program to Use a Web editor to Use a Web editor to Use a simulation to Use the Internet to Use a digital camera to Use a scanner to Use a video camera to Use concept mapping software (Inspiration) to Use branching story creators to

29. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 29 Day 1 Task 8 - Reflect Using the Nicenet Discussion Board Click here to go to Nicenet (http://www.nicenet.org/) Click here to go to Nicenet (http://www.nicenet.org/)Nicenethttp://www.nicenet.org/Nicenethttp://www.nicenet.org/ Log in with your username and password Log in with your username and password »If you have not created an account yet: Your class key is.ZZ0979S26 (Don't forget the "dot"! Also, third digit = zero, not the letter "o”) Your class key is.ZZ0979S26 (Don't forget the "dot"! Also, third digit = zero, not the letter "o”) Reflect on what we’ve learned today and what you’d like to do tomorrow. Reflect on what we’ve learned today and what you’d like to do tomorrow.

30. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 30 Selected Resources on Technology and Content Standards Resta, P. (2002). Information and commnication technologies in teacher education: a planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/ Resta, P. (2002). Information and commnication technologies in teacher education: a planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/ http://cnets.iste.org/translations/ National educational technology standards for students: Connecting curriculum and technology (2000). International Society for Technology in Education. Eugene, Oregon: ISTE National educational technology standards for students: Connecting curriculum and technology (2000). International Society for Technology in Education. Eugene, Oregon: ISTE ISTE (International Society for Technology in Education). http://www.iste.org/ ISTE (International Society for Technology in Education). http://www.iste.org/http://www.iste.org/

31. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 31 Selected Software Resources What software is best? What software is best? –Here is an article to help answer that question. article »http://oregonstate.edu/~healeyd/cj_software_selection.html What software is there for teaching ESL/EFL ? What software is there for teaching ESL/EFL ? –TESOL CALL Interest Section (Software List) Software ListSoftware List »http://oregonstate.edu/dept/eli/softlist/ How do I evaluate software to know if it is appropriate for my teaching situation? How do I evaluate software to know if it is appropriate for my teaching situation? –Software Evaluation Form Software Evaluation FormSoftware Evaluation Form »http://personalweb.smcvt.edu/gsl520/swevalformword.html