1. Universidad Metropolitana
Escuela de Educación Continua
En Alianza con la Escuela de Educación y la
Escuela de Ciencias Sociales, Humanidades y Comunicaciones
November 10, 2012
Consultant:
Dr. Sally Everson

2. Dr. Sally Everson
Dept. Social Sciences, Humanities and
Communications
Metropolitan University – Bayamon
November 10 and November 17, 2012

3.  Review of workshop objectives
 Pre-test
 Introduction and Warm Up Activity
 Move to Computer Lab to access Workshop Wiki
 Presentation and discussion: NETS-S
LUNCH Break
 Presentation and discussion: TPACK
 Planning for Technology Integration
 Effective Technology Integration
 Activity Types and Appropriate Technologies for K-3
Language Arts
 Explore and Review e-Learning Sites

4. Objectives
At the end of this two-day workshop the participants
will be able to:
 Recognize their own practices for integrating computer
technology in language arts curriculum
 Understand the main terms and concepts in education
technology
 Recognize the principles underlying the development of
digital literacy evident in NETS-S
 Identify knowledge and processes for effective
technology integration using TPACK
 Identify Activity Types for K-6 Literacy and Appropriate
Technologies
 Review, plan, and demonstrate the integration of
appropriate technology for a K-3 language arts lesson
 Peer-assess technology integration lesson plan using a
Technology Integration Assessment Rubric

6. Just as there are many ways to plan a trip, there
are many ways to make lesson plans that
integrate technology
What kind of travel planner are you?

7. Traveler A: packs a suitcase
filled with everything she
needs. She has reservations for
every place she will stay and
has planned everything she is
going to do.

8. Traveler B makes a hotel
reservation for the first night
and packs an overnight
bag. She has a few places
to see, but might change
her mind once she gets
there.

9. Traveler C has decided to leave
today. She has packed a
toothbrush and some pajamas,
but will buy the rest of the things
once she is there. She has no
reservations or plans, but will
decide what to do and where to
stay once she gets there.

10. Each person at a table will get a number. In your table
groups, each number will have 20 seconds to explain what
kind of traveler using the examples as a guide.
Group members should only listen and NOT comment
until after each person has spoken.
There will be a 5-minute Discussion session after the
presentations.
The Workshop leader will time each person and the
Discussion period.
After, you will write a brief reflection on this experience.

11. In your groups, for 5 minutes discuss:
 What are the similarities between planning a trip and
planning to use technology in the classroom?
 Is your style of trip planning the same or different from trip
planning?
 What are the strengths and weaknesses of each style of
planning for technology use?

12. Throughout this workshop you will have
opportunities to reflect on your own practices
with integrating technology into language arts,
and the materials presented here.
On the Reflection sheet, write down your
answer to question number 1, based on this
discussion of planning styles.

13. Using computers in the literacy classroom is
part of the wider and critical issue of the
Integration of Technology in schools today.
There are many terms and concepts that are
mentioned that may make the conversation
about technology integration sound like a
foreign language (even more „foreign‟ than
English!
Let‟s review a few …

14. See how many you can define or explain:
 Web 2.0  Apps / Software
 Digital native  Blogs & Wikis
 Digital immigrant  Social media
 Digital divide  Social networks
 Digital literacy  Simulations
 Digital citizenship  Web Quests
 NETS  Pod Casting
 TPACK  Digital Storytelling
 E-Books / Digital Books

15. Web 2.0:
current state of the internet in terms of usability: where
instant communication, collaboration, file sharing and
user-generated content is easier and faster (including
sharing video, audio, graphics, and texts).
Digital native:
someone who was born into a world dominated by and
immersed in digital communication technology. Also
called the “net generation” or the “millennials.”
Digital immigrant:
someone who has learned to use digital
communication technology as a teenager or older;
someone who must consciously learn about and adopt
new digital communication technology.

16. Digital divide:
the difference between those rich enough to have
access to digital technology and high speed internet
versus those who are poor and cannot access digital
media.
Digital literacy:
the ability to effectively and critically navigate, evaluate
and create information using a range of digital
technologies. Also called “new media” literacy.
Digital citizenship: (based on ISTE standards)
understanding the human, cultural, and societal
issues related to technology, and practicing legal and
ethical behavior.

17.  Apps / Software  Simulations
 Blogs  Web Quests
 Wikis  Pod Casting
 Social media  Digital Storytelling
 Social networks  E-Books / Digital Books