By Susan Watts Taffe, Carolyn B. Gwinn
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Extra resources for Integrating Literacy and Technology: Effective Practice for Grades K-6
Sample text
In the process, they consider similarities and differences between their responses and those of the featured children in Wake Up, World! A Day in the Life of Children Around the World. The following month, parents and other caregivers enjoy viewing the slideshow as well as the class world map while visiting the classroom for parent– teacher conferences. Assessing and Reflecting on Instruction Although the process of assessing and reflecting on instruction is ongoing, Alicia devotes additional time to this process at the close of the unit of study.
This learning experience provides you an opportunity to demonstrate your literacy–technology integration efforts during a lesson. You may choose to provide your observer with the lesson observation guide in Appendix E. 3. This conversation will provide you an opportunity to share your planning processes, instructional intentions, and reflections on the lesson. It goes without saying that this is a meaningful way for you to discuss your teaching and receive feedback in a situation free of high-stakes evaluation.
After she becomes familiar with the software, Alicia confirms its availability on multiple laptops. As she continues to become familiar with KidPix, she records information and ideas in her anecdotal log. Over the course of a few days, she begins to think more about her instructional objective related to new technologies, refining it. ” It is important to note that the process Alicia engages in is recursive in nature, especially related to the exploration of new technology. At the onset of the planning phase, Alicia has a general idea of her goals for students regarding technology integration—to heighten understanding of new technologies.
