Teachnology Presentation
Audrey Thornborrow
Under these conditions and with the best of intentions, writing instructorsourselves among themface the danger of teaching in ways that ignore the considerable strengths in technological literacies that some students bring to our classes (Hawisher, et al. 35).
I am going to be an educator who does not ignore the strengths in technological literacies that my students bring to our classes.
I want to learn their technological strengths, I want to encourage those strengths, and I want to use those strengths to help them learn and be successful in my class and beyond.
Habits of Mind
Curiosity
Persistence Responsibility
Creativity
Engagement
Metacognition
Openness
Flexibility
Teachers must understand the roles of:
Learning Styles
Diverger Converger Accomodator Assimilator
Multiple Intelligences
Linguistic Kinesthetic Interpersonal Intrapersonal Musical Logical Spatial
The ability to compose in multiple environmentsfrom traditional pen and paper to electronic technologies
Assess Differentiate With New Media
Powerpoint Prezi iMovie
Adapt
Blogs
Recognize and attend to all students needs by using
Students want options that are relevant, authentic, and public
Classroom Blog
Podcast Group Wiki
Teach skills, not tools
As a 21st Century educator, I will not use technology only for the sake of technology, I will use technology to enhance the Learning experience of all learners
My Knowledge of analyzing texts and expressing ideas through words My students knowledge and connection with technology Engaged students who develop 21st Century skills and exceed the Common Core Standards for English Language Arts
Technology is always changing so also must our teaching.
I must keep an open mind about what: students are saying about the role of new-media compositions in the world they inhabit; and by expanding their definitions of texts and composing practices to include a range of other behaviors: among them, reading and composing images and animations; creating multimedia assemblages; combining visual elements, sounds, and language symbols into alternatively organized and presented forms of communication in digital environments. (Hawisher, et al. 36)
Image Sources mac computer png-- http://www.iconfinder.com/icondetails/38692/482/cinema_display_monitor_screen_icon iphone png-- http://commons.wikimedia.org/wiki/File:IPhone_3G.png JING png-- http://en.wikipedia.org/wiki/File Diigo png-- http://en.wikipedia.org/wiki/File:Diigo_logo_v2.png Twitter png-- http://www.iconfinder.com/icondetails/60857/128/twitter_icon Edmodo png-- http://edtechtimes.com/2013/03/06/edmodo-acquires-edtech-startup-root-1/ screenR png-- http://mathtechcamp.wikispaces.com/Assessing+math+using+web+2.0+tools Ipad png-- http://commons.wikimedia.org/wiki/File:IPad_3.png Ipod Touch 4G-- http://commons.wikimedia.org/wiki/File:IPod_touch_4G.png Works Cited Hawisher, Gail E., Cynthia l. Selfe, Brittney Moraski, and Melissa Pearson. "Becoming Literate in the Information Age: Literacies of Technology,"CCC55.4 (2004): 642-92. Web. 28 Feb. 2013. Cultural Ecologies and the
