Transcript Chapter 10
Chapter 10 Technology in Language Arts and Foreign Language Instruction Presented by: Melissa Dzubinski, Elizabeth Climer & Brandie Wolfe Components of instruction The instruction should be student centered and developmentally appropriate. Instruction should focus on integrating multiple language arts skills (reading, writing, speaking, and listening) whenever possible. Activities should be integrated with the content instruction. Activities should provide real-life application. Instruction should assist students in achieving established proficiency standards. Issues and Problems with Language Arts and Technology Keyboarding instruction Reading on the computer vs. print Media literacy as opposed to print literacy. Issues and Problems with Foreign Language and Technology Direct vs. contextual language instruction. Cognate vs. noncognate language. Content-obligatory vs. content compatible language. Cognate vs. Non-cognate Languages Noncognate languages Related in no way to the English language • Japanese and Chinese Cognate languages Words in both languages incorporated into the same language base • Spanish and French Writing Advances in technology • Use actual symbolic characters of other languages • Keyboards have been adjusted to meet writing/publishing needs Content-Obligatory vs. ContentCompatible Language essential to understanding of content material Language that can be taught naturally within the context of a particular subject matter How technology helps: Content-obligatory • Programs that teach through drill and practice Content-compatible • Opportunities to produce multimedia projects with text, speech and graphics • Helps students explore dialogues and interactions Models of Foreign Language Instruction FLEX Provides students with an introductory but limited foreign language experience to elementary level students FLES Provides students with sequential language learning to help them work toward proficiency Immersion All or part of the curriculum Brings together all parts of learning a foreign language, speaking and listening Relevant dialogue The Use of Technology in Language Arts Computer-guided instruction • Reading programs on computers are diagnostic systems which place the students in the program that is at their appropriate level. These programs monitor progress through frequent testing. • Accelerated reader programs present students with story passages to read and requires them to take quizzes on the passages and keeps track of their scores. • Computer-assisted note taking • Software designed for mapping and webbing • Offers the ability to easily modify notes as learning continues • Offers the ability to use notes in various creative ways to study for tests or prepare for other forms of accountability. The Use of Technology in Language Arts • Computer-enhanced critical thinking • Students can be taught to access online archives, libraries and databases • Web-based research promotes critical thinking, supports content learning, and opens students’ minds to global interactions. • The internet can be used to access many materials not available in schools. Technology to Support Communication and Collaboration E-mail and threaded discussions • Provides powerful support for curriculum • Students are more motivated to write well when sharing ideas long distance, in a manner that assumes a speedy response. • Teachers can promote electronic information exchanges between students and outside resources. • In threaded discussions, students can share and learn from the ideas of multiple other students, guest experts, and community leaders all over the world. Technology to Support Communication and Collaboration Networked Collaboration and Support • Online projects are a great way for students to experience global learning and practice critical thinking skills. • Examples of online projects teachers can use are: – MayaQuest, AmazonQuest, and AustrailiaQuest – In these Quest journeys, students follow a team of researchers around the world in search of answers to specific questions. Video Conferencing and Distance Education • Provide a way for students to study foreign languages, especially where qualified teachers are scarce. • This method of instruction is very cost effective and efficient for all school districts. Integrating Technology in the Classroom Writing and Publishing Word processing software • Gives students the ability to use electronic tools to draft, revise, edit and publish their work Reading and Studying Computer Guided Instruction • Tutorials and Study guides • Diagnostic systems help students/teachers track their progress over time • Vocabulary development and comprehension through electronic reading materials, CD-Rom or online – Passages can be read out-loud – Links to other documents for better understanding Reference Roblyer, M. (2004). Integrating educational technology into teaching. 3rd ed. Upper Saddle River, NJ: Pearson Prentice Hall.