1. E d u c a t io n a l
T e c h n o l o g y Ap p l ie d
t o t h e T e a c h in g o f
R e a d in g S k il l s

2. E d u c a t io n a l
Te c h n o l o g y
is t h e s t u d y a n d e t h ic a l p r a c t ic e o f
f a c il it a t in g l e a r n in g a n d im p r o v in g
p e r f o r m a n c e b y c r e a t in g , u s in g a n d
m a n a g in g a p p r o p r ia t e t e c h n o l o g ic a l
pro c es s es an d res o urces .
BUT…

3. o u r r e a l it y c o n f r o n t u s w it h t h e
f a c t t h a t t o b e a b l e t o a p p l y it
p r o f ic ie n t l y a n d e f f ic ie n t l y w e , a s
t e a c h e r s ,n e e d :
• t r a in in g ,
• c o a c h in g
an d
• t im e t o im p l e m e n t a n d t e s t .
Unfortunately there’s still a
long way to go…

4. S o ,s h o u l d w e b o t h e r ?

5. Knowing how to use computers effectively and
efficiently can serve our teaching goals because:
•T h e r e ’s a n in t r is ic n e e d t o l e a r n t e c h n o l o g y in t h e
in f o r m a t io n a g e .
• S t u d e n t s d e v e l o p c o m p u t e r l it e r a c y b y a p p l y in g
v a r io u s c o m p u t e r
s k il l s a s p a r t o f t h e l e a r n in g p r o c e s s .
e n t s l e a r n w h e r e t o f in d in f o r m a t io n in a n in f o r m a t io n r ic h w o r l d .
•It a l l o w s u s t o w o r k in m o r e d e p t h w it h
the content.
•T h e r e f o r e , s t u d e n t s a r e a b l e t o m o v e
b e y o n d k n o w l e d g e a n d c o m p r e h e n s io n t o
a p p l ic a t io n a n d a n a l y s is o f in f o r m a t io n .
•Students are motivated by
technology.

6. N o w , h o w d o w e d o it ?

7. Jerome School District
7 e f f e c t iv e s t e p s t e a c h e r s
f o u n d t o g o a b o u t it …
1. Choose a core area, e.g., reading, writing, math, science or social studies.
2. Decide what technology skill(s) you want to teach or could be best taught
in this area.
Stick to an easy
3. Choose one lesson or unit that could be enhanced project in an area you
or taught through the computer. are comfortable with!
4. Develop that one lesson or unit in a software or medium you know very well.
5. Use it!
6. Evaluate how it went.
7. Refine the lesson.

8. Teaching Reading
R e a d in g a n o v e l is At t h e r e q u e s t o f t h e U .S .
d if f e r e n t f r o m C o n g r e s s , t h e National Reading
r e a d in g a Panel c o n d u c t e d a n e x t e n s iv e
r e v ie w o f t h e r e s e a r c h o n
n ew s letter an d
t e a c h in g c h il d r e n t o r e a d a n d ,
therefore in 2 0 0 0 , c o n c l u d e d t h a t a n
r e q u ir e s d if f e r e n t e f f e c t iv e a p p r o a c h m u s t
s k il l s a n d c o n t a in t h e f o l l o w in g five
s t r a t e g ie s components.
stud ents need to Teaching
learn . Reading
Text
Phonemic Phonemic Fluency Vocabulary
comprehension
awareness instruction instruction instruction
instruction

9. P o t e n t ia l
The technology framework consists of four general capabilities that computers
can provide to support students learning to read.
Co m p u t e r s
Ca n :
present
as s es s respond
in f o r m a t io n p r o v id e
stud ents' to stud ents'
a n d a c t iv it ie s s c affo ld s
work work
to stud ents

10. Ho w ev er …
Te c h n o l o g y c a n s u p p o r t
teach ers an d h elp th em
b e m o r e s u c c e s s f u l w it h
a l l c h il d r e n , b u t t e a c h in g
c h il d r e n t o r e a d is t o o
c o m p l e x a n d success is
dependent upon the types of
reinforcement, guidance, and
support that can only be provided
by caring, knowledgeable teachers.

11. C o n s u l t e d s it e s :
• T e a c h in g L it e r a t u r e
h t t p ://w w w .t e a c h in g l it e r a t u r e .o r g /t e a c h in g l it e r a t u r e /t e c h n o l o g y .h t m
• A R e v ie w o f T e c h n o l o g y C h o ic e f o r T e a c h in g L a n g u a g e S k il l s a n d Ar e a s in t h e
C AL L L it e r a t u r e
h t t p ://w w w .f .w a s e d a .j p /g s t o c k /S t o c k w e l l _R e C AL L _2 0 0 7 .p d f
• P r o f e s s io n a l D e v e l o p m e n t in In t e g r a t in g T e c h n o l o g y In t o T e a c h in g a n d
L e a r n in g : K n o w n s , U n k n o w n s , a n d W a y s t o P u r s u e B e t t e r Q u e s t io n s a n d
An s w e r s h t t p ://r e r .s a g e p u b .c o m /c o n t e n t /7 7 /4 /5 7 5 .a b s t r a c t
• E d u c a t io n a l T e c h n o l o g y in t h e E L T
h t t p ://e d u c a t io n a l t e c h n o l o g y in e l t .b l o g s p o t .c o m .a r /
• U s in g T e c h n o l o g y t o T e a c h R e a d in g a n d W r it in g t o S t u d e n t s w it h L e a r n in g
D is a b il it ie s
h t t p ://w w w .s l id e s h a r e .n e t /g t e e d /u s in g -t e c h n o l o g y -t o -t e a c h -r e a d in g -a n d -
• T e c h n o l o g y a n d T e a c h in g C h il d r e n t o R e a d : W h a t d o e s t h e r e s e a r c h s a y ?
h t t p ://w w w .n e ir t e c .o r g /r e a d in g _r e p o r t /r e p o r t .h t m
• T e a c h e r s o f t h e 2 1 s t c e n t u r y k n o w t h e w h a t ,w h y a n d h o w o f
t e c h n o l o g y in t e g r a t io n .
h t t p ://j a n .u c c .n a u .e d u / ~c o e s y l -p /p r in c ip l e 3 -a r t ic l e 2 .p d f