首页> 外文会议>International Technology, Education and Development Conference >(1330.pdf) WAKE-UP! HOW I LEARNED TO USE AND SHARE TECHNOLOGY RESOURCES AND PROGRAMS WITH STUDENTS…WHAT I DIDN'T KNOW WAS ONLINE CLASSES COULD BE A COMMUNICATION NIGHTMARE…I LEARNED BENEFITS OUT-WEIGH COSTS
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(1330.pdf) WAKE-UP! HOW I LEARNED TO USE AND SHARE TECHNOLOGY RESOURCES AND PROGRAMS WITH STUDENTS…WHAT I DIDN'T KNOW WAS ONLINE CLASSES COULD BE A COMMUNICATION NIGHTMARE…I LEARNED BENEFITS OUT-WEIGH COSTS

机译:(1330.pdf)唤醒!我如何学会使用和分享技术资源和与学生的节目......我不知道的是在线课程可能是一个通信噩梦......我学会了有益的偏重成本

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This paper will examine how the quality of online instruction in a Literacy Education Program (LEP)and consequently K-12 instruction is improved through the use of three specific technologies. LEPstudents were instructed in how to use narrated PowerPoint slide shows, the Blackboard course learncommunication system, and Camtasia Relay Video Editing Software. The following questions providea framework for the ideas presented in this paper. What adaptations were made to instruction when aface-to-face course in Developmental Reading was delivered in an online format? What technologieswere LEP students instructed to use to complete course assignments and how did using technologyimpact K-12 learning? How did technology enhance communication experiences between the courseinstructor and LEP students? How did the format of messages/communication evolve with the use ofthe course mail feature?The instructor had six years of experience teaching the content of this course prior to delivering thecourse in an online format. The text being used for the course, the assignments students wererequired to complete, and the desired learning outcomes for this course remained the same for theinstructor. The instructor's goal was to deliver content to the LEP students regarding the five areas ofreading instruction outlined by Ruetzel and Cooter (2012) (developing phonemic awareness,delivering phonics instruction, providing fluency experiences, vocabulary development, and textcomprehension) through an online format. While there were no required face-to-face sessions for LEPstudents, the instructor was available to meet independently with LEP students at their request. Onlyone LEP student met with the instructor during the semester to discuss the course content andassignments.Data from the study consists of examples of course assignments; email communications between theinstructor and LEP students, classroom observations of LEP students in the study, and data frominterviews conducted with LEP students. The data indicates the LEP students believe there wereimprovements in the quality and depth of their learning and teaching experiences because of the useof technology. After the instructor demonstrated how to use three different kinds of technology forLEP students, they were encouraged to incorporate the same three technologies when completingassignments and when delivering instruction in their K-12 settings. There were three barriers tosuccess with using technology for LEP students: (1) Consistent access to the Internet; (2) Knowledgeand experience using the features of specific programs; and (3) The lack of access to equipmentand/or (most often) equipment failure in the K-12 setting.Discussion and recommendations address four concerns. (A) LEP students as K-12 teachersincorporate the use of technology in limited, low level interactive ways and for relatively minor gains ininstructional value overall. (B) There were limited gains in the overall value of instruction in the K-12settings given the expense and capabilities of the technology available to the LEP students. (C) WhileLEP students incorporated technology for instruction in literacy, the instructional examples observed inthe K-12 settings were mostly skill and practice exercises that required lower levels of engagementfrom the students. (D) In general, K-12 students seemed to express interest in using technology duringobservations when LEP students made it available to them.
机译:本文将探讨识字教育计划(LEP)中的在线教学质量如何通过使用三种特定技术来提高识字教育计划(LEP)和所以K-12指令。如何使用叙述PowerPoint Slide,Blackboard课程Learncommunic System和Camtasia Relay视频编辑软件进行lepstudents。以下问题提供本文提出的思想的框架。当在线格式交付发育读数的备注课程时,对指令进行了什么调整?什么技术威尔LEP学生指示用来完成课程作业以及如何使用技术影响K-12学习?技术如何增强课程与LEP学生之间的沟通经验?通过使用课程邮件功能的消息/通信的格式如何发展?教师在以在线格式提供了课程之前教授本课程内容的六年经验。用于该课程的文本,作业学生们才能完成,而这门课程的所需学习结果对于该课程公司仍然是相同的。教师的目标是将内容提供给LEP学生,了解RueTzel和Cooter(2012)概述的五个领域(2012年)(开发音素意识,通过在线格式提供流利经验,词汇发展和教科文化服务。虽然没有必要面对lepstifents的面对面的会话,但是,教师可以随意与LEP学生独立举行。在学期期间,唯一的LEP学生才会讨论教师,讨论课程内容Andassign.data,来自研究包括课程任务的示例;电子邮件通信在TheInstructor和Lep学生,学习中的LEP学生的课堂观察,以及与LEP学生进行的监视的数据。这些数据表明,由于技术的使用,LEP学生认为,他们的学习和教学经验的质量和深度都有一种神秘的提高。在讲师演示如何使用三种不同的技术的Forlep学生后,他们鼓励他们在完成机器人时纳入相同的三种技术以及在其K-12设置中提供指令时。有三个障碍TOSCCESS与LEP学生使用技术:(1)对互联网的一致访问; (2)使用特定程序的特征知识兴奋剂体验; (3)K-12设定中缺乏设备和/或(最常)设备故障的访问和建议解决了四个问题。 (a)LEP学生作为K-12教师,以有限,低级的交互方式和相对较小的互向的互动价值整体而言,技术委托。 (b)鉴于LEP学生可用的技术的费用和能力,K-12Settings中指令的总体价值有限。 (c)WHILELEP学生在识字教学中注册成了技术,观察到INTHE K-12设置主要是技能和实践练习,这些练习需要较低的学生接合量。 (d)一般而言,当LEP学生使其可用时,K-12学生似乎表达了使用技术的兴趣。

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