Integrating Technology Into The Reading & Language Arts Curriculum K-8

Course Description
The push towards curriculum integration of technology has created a need for teacher training in particular content areas. Teachers now need to understand the techniques of teaching reading and language arts and more importantly, how to incorporate the use of technology into these literacy areas. Additionally, teachers will need to understand the technical requirements for teaching in a technology-enhanced classroom.

This course is designed to provide teachers with a variety of ways that technology can promote the development of reading, writing, spelling, and mechanics of English language. The rationale for integration of technology into the reading and language arts classroom are explained and translated into actual classroom practice.

This course will guide teachers through a series of research activities through which they can learn the basics of use of the Internet and other electronic tools to support literacy, word processing and the publishing of student's works. Additionally, the role of the teacher as a facilitator of learning will be examined.

Teachers will complete the course by designing and completing a multimedia integration project, ready to use in their teaching.

Objectives
Upon completion of this course, teachers will be able to:
• Make use of increased computer and integration literacy skills
• Understand and explain the theoretical and research basis of using technology to increase the literacy development of K-8 students
• Identify and address the major issues surrounding the use of technology integration in classroom learning and teaching
• Design appropriate curriculum integration projects for K-8 literacy learners
• Identify and evaluate Internet sites for use in the literacy education of K-8 learners
• Understand their role as a facilitator of learning and be able to organize their classrooms to accommodate a more student centered learning environment
• Collect, bookmark and use many Internet sites that support literacy learning K-8
• Help students plan, create and produce electronic literacy projects
• Understand the principles of WebQuests and know how to design one for their individual classrooms

Time Requirements
This course is a 13 week 3 credit graduate level or sixty hour professional development course taught online. Modules 1-13 will be completed one per week.

Hardware & Computer Skills Requirements
Students may use either a Macintosh computer or a PC with Windows 95 or higher. Students should possess basic word processing skills and have internet access with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Netscape Navigator, Microsoft Internet Explorer or America Online's (AOL) browser. To download a browser at no cost, visit one of the following Web sites – Netscape.com; Microsoft.com and AOL.com.

Course Materials
The required textbook for this course is Using Technology in K-8 Literacy Classrooms, by Rebecca Anderson & Bruce Speck ISBN:0-13-936337-8 © 2001, Merrill Prentice Hall. The textbook, course materials and an extensive Recommended Reading List will be provided for all students. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Session Outline
Introduction Exercise
Objective: The instructor will send a welcome message to the class and all participants will reply to the e-mail adding their own introduction. The students have this first week to acquaint themselves with the format of the course, the textbook and the methods of communication.
Contents:
  1. Introduction to the online class environment
       • Meet the classmates
       • Meet the instructor
  2. Become familiar with the online course content
       • Review the course outline
  3. Review the course syllabus and relevant information
  4. Become familiar with the textbook layout
       • Review structure of projects
       • Review the Web site for the textbook: Using Technology in K-8 Literacy Classrooms
Culminating Assignment: Upon receipt of the instructor's introduction e-mail, students will reply to all recipients with a brief introductory paragraph explaining their current teaching position and reasons/goals for participating in this course.

Module 1: Reading, Writing and Technology
Objective: Students will become familiar with theoretical and practical reasons for using computers in today's reading, language arts classrooms. Through their readings they will be able to identify with other reading professionals who are struggling to answer the questions regarding methodology as well as keeping abreast of the advances in technology applications in curriculum.
Contents:
  1. Introduction to Issues and Concerns Regarding Literacy Instruction and Technology Usage
       • Review of the Changes in Traditional vs. Current Literacy Definitions
       • Review the Changing Role of Reading Language Arts Teachers
       • Examine the Recommended Practices of Using Computers in Reading Language Arts Classrooms K-8
  2. Examine Internet Sites That Support Reading, Writing and Literacy Learning
       • Preview Professional Organization Sites that Support Teachers
       • Preview Selected Internet Sites that Provide Information on Teaching, Reading, Language and Writing Development
Culminating Assignment: Write a 300-500 word reflection of the reading material reviewing the linked Web sites and noting researched links, as required. This should not be a summary of the sites but rather a discussion of how the student would actually use this new information to modify their current teaching practices.

Module 2: The Role of the Literacy Teacher Using Technology
Objective: Students will identify the variety of roles that teachers must play when using technology in the reading language arts classroom. From facilitator to designer and evaluator teachers are expected to know and be able to do it all. Students will examine these roles and how to meet them electronically.
Contents:
  1. Designing and Managing Integrated Reading Language Classrooms
       • Literacy Models
       • Teacher's Role
       • Examples of Integrated Literacy Unit
  2. Teaching Students Methods of Self-Control
       • Theory of Assessment
       • Using Rubrics
       • Student's Self Assessment
       • Standardized Assessment
  3. Acceptable Substitute Outlets in the Classroom
       • Grading
       • Keeping Parents Informed
Culminating Assignment: Write a 300-500 word reflection on the reading material reviewing the linked sites and 25 -50 word reflection on each assigned Web site. This should not be a summary but rather a discussion of insights into the relationship of the material to the student's own teaching situation. Students should begin to identify ways that they would modify teaching behavior as a result of their course readings.

Module 3: The Internet and Learning
Objective: Students will examine the research on using the Internet in a classroom environment. Issues such as achievement, safety, and management will be explored. An introduction to the theories of how use of the Internet supports literacy growth will also be explored.
Contents:
  1. Basic Introduction to the Internet
       • Educational Search Engines
       • Guidelines and Safety Issues Keeping Students Safe on the Internet
       • Protecting Computers From Viruses
       • Copyright and Fair Use Guidelines
  2. Promoting Literacy Learning and Thinking with the Internet
       • Problem Solving Skills
       • Cooperative Learning Using the Internet
       • Project Based Learning and Web Quests
  3. Types of Services Used by Reading Language Teachers to Promote Literacy
       • World Wide Web
       • E-mail
       • Listservs
       • Newsgroups
       • Chats vs. Forums
       • Emerging Technology
Culminating Assignment: Write a 300-500 word reflection of the reading material reviewing the linked sites and including a 25-50 word reflection on each assigned Web site. Researched sites should not be summarized, instead students should discuss insights into the relationship of the material to the student's own teaching situation. This reflection should focus on appropriate use of at least three of the identified ways to use Internet sources in teaching of literacy.

Module 4: Using the Internet to Promote Reading, Writing, and Spelling Growth K-8
Objective: Students will be introduced to ways to use computers and the Internet to teach writing, reading and communication skills. Students will be able to find and use effectively authors' Web sites to enhance literature based reading instruction. Through reading and comparing the various sites students will develop a set of principles for evaluating appropriateness and usefulness of Internet sites.
Contents:
  1. Writing Activities Via Internet
       • Developing a Classroom set of Netiquette Rules
       • KeyPals
       • Sharing and Cooperatively Writing and Publishing Stories
       • Authoring and Publishing Class or Individual Web Pages
  2. Need for Proofing and using Standard English when Publishing
       • Authentic learning vs. Active Learning
       • Peer Editing
       • Self Assessment with Check Sheets
Culminating Assignment: Write a 300-500 word reflection of the reading material reviewing the linked sites, including a 25-50 word reflection on each assigned Web site. This should not be a summary but rather a discussion of insights into the relationship of the material to the student's own teaching situation. The focus of this reflection should be how students would incorporate strategies into their daily classroom instruction. Students should also at this time begin to think about the topic for their final project.

Module 5: Using Other Technology Tools in Teaching Reading and Language Arts
Objective: Students will be introduced to other technologies that will help to design and support literacy instruction. Students also will be introduced to using hypermedia, databases, spreadsheets, presentation software, CD-ROMs and DVD technology that will help write, manage and track lessons in reading and language arts.
Contents:
  1. Multimedia
       • The Components of Multimedia
       • Multimedia vs. Other Types of Software Applications
  2. Rationale for Using Electronic Tools for Literacy Education
       • Theory
       • Practice
  3. Electronic Tools To Use
       • Hypermedia
       • Databases
       • Spreadsheets
       • Presentation Software
       • Software for Literacy
       • CD-ROMs and DVDs
  4. Electronic Texts and Printed Texts
       • Likenesses and Differences
       • Requirements for Successful Use
  5. Evaluating Software
       • Checklists
       • Criterion
       • Students Evaluate
  6. Software Resources
Culminating Assignment: Students will identify a topic and select between a hypermedia project such as HyperStudio or a PowerPoint presentation to begin designing a literacy lesson for their own classroom use. This will become a part of their final project for this course. They will select two reading or language software packages to evaluate using a checklist or method identified in this course. These two will be submitted to the course instructor via e-mail.

Module 6: Writing and Computers in Literacy Classrooms
Objective: Students will learn how to use computers to create authentic learning opportunities to help young learners develop writing skills and habits. They will be introduced to theories and practices that will help learners develop thinking, organizing, and production skills. Methods of the process approach to writing will be explored.
Contents:
  1. Getting Started With Writing In Your Classroom
       • Why Write
       • What You Need
  2. The Process Approach To Writing
       • Teacher Facilitator
       • Skill, Drill and Kill
       • Computers as Allies in Writing Classes
       • Computers Integrated Into Your Writing Classroom
       • One-Computer Classroom
       • Multi-Computer Classroom
       • Networked Computer Classroom
  3. Assessing Writing of Your Students
       • To Grade or Not To Grade
       • Using Rubrics
       • Diagnostic Use of Students' Writing
Culminating Assignment: Students will complete a rubric to be used for assessing their students' writing. This will be sent to the instructor via e-mail. Students will also select three of the recommended links and submit a 25 word reflection each of the assigned links.

Module 7: Publishing Students' Work Electronically
Objective: Students will be introduced to the concepts of traditional publishing of student work and electronic methods available today. They will learn to choose between these two formats based on purpose for their use. They will be introduced to organization structures that will help develop and manage publication.
Contents:
  1. Exploring Classroom Publishing
       • Why and How
       • Product and Process
  2. Traditional Classroom Publishing
       • Software
       • Style and Format
       • Publication Committees
       • Printing and Binding
  3. Integration Strategies
       • One-Computer Classroom
       • Multi-Computer Classroom
       • Classroom Management Plan
  4. Computer Classroom Publishing
       • Creating Electronic Products
       • Downloading Information from Sourcese
       • Posting Materials
  5. Safety and Ethics
       • Protecting Students' Identities
       • Copyright and Fair Use Guidelines
       • Intellectual Property Rights
Culminating Assignment: Design a writing project for your grade level that can be published on a classroom home page. Outline the assignments expectations and create a rubric. Print this rubric for your records. Submit your assignment to your instructor as an e-mail attachment. Submit an action plan for ensuring the safety of your students during Internet use. Include how you will instruct them on Netiquette and ethics of using and publishing on the Internet.

Module 8: Developing Literacy for Special Needs Students with Technology
Objective: The current trend of the inclusion of special needs students into regular education classrooms requires that all teachers know how to instruct and challenge learners individually based on their levels of expertise and needs. This module will explore ways that computers and Internet resources may be used to help in this process.
Contents:
  Technology and Special Needs Learners
       • Theory and Practice
       • Research Findings
  2. Literacy, Technology and Special Needs Students
       • Computer Assisted Instruction
       • Assistive Technology
       • Internet Resources
       • Literacy Development in Students with Disabilities
Culminating Assignment: Write a 300-500 word reflection of the reading material reviewing the linked sites, including a 25-50 word reflection on each assigned Web site. This should not be a summary but rather a discussion of insights into the relationship of the material to the student's own teaching situation. The focus of this reflection should be how students would incorporate strategies into their daily classroom instruction.

Module 9: English As Second Language (ESL) Learners and Technology
Objective: The ever increasing diversity of today's students makes it necessary for teachers to understand how to meet the needs of students whose first language is different from English. Many teachers in the United States only speak English and find it difficult to communicate with their students who may speak Spanish, French, German or many of the other world languages. This Module will explore the concepts of teaching ESL students in the regular classroom using technology. Resources that would be helpful to both the teacher and learners will also be identified and explored.
Contents:
  1. ESL Education
       • Theories
       • Research Finding
  2. Computer Assisted Language Learning
       • Direct Teaching vs. Indirect Learning
       • Software for Language Learning
  3. Technology For ESL Learners by Grade Levels
       • A Primary Grades (K-3)
       • Upper Elementary (3-6)
       • Middle Grades (6-8)
  4. Keeping Current in ESL Instruction
Culminating Assignment: Write a 300-500 word reflection of the reading material reviewing the linked sites, including a 25-50 word reflection on each assigned Web site. This should not be a summary but rather a discussion of insights into the relationship of the material to the student's own teaching situation. The focus of this reflection should be how students would incorporate strategies into their daily classroom instruction.

Module 10: Accomplishing the Various Roles of the Literacy Technology Teacher K-8
Objective: To explore the various roles that teachers of literacy instruction have to play. An examination of how to meet those various roles through organization and use of resources will also be conducted.
Contents:
  1. The Teacher Leader
  2. The Collaborative Teacher
  3. The Resource Coordinator
  4. The Technology Instructor, Tutor and Guide
  5. The Knowledgeable Literacy Leader
  6. The Evaluator
  7. The Manager of Classroom and Resources
  8. The Technology Troubleshooter
  9. The Researcher
  10. The Model Reader and Writer
Culminating Assignment: Write a 300-500 word reflection of the reading material reviewing the linked sites, including a 25-50 word reflection on each assigned Web site. This should not be a summary but rather a discussion of insights into the relationship of the material to the student's own teaching situation. The focus of this reflection should be how students would incorporate strategies into their daily classroom instruction.

Module 11: The Planning of Your Technology Enhanced Classroom
Objective: Students will use the information learned in this course to write a plan for how to incorporate the use of computers in their literacy instruction in their own classroom. This plan should include statements of the kind of computer equipment that they currently have available to use in their classroom or what they would request to be placed in their classroom. The students will write their rationale for including computers into their literacy instruction. Next, a prospectus of what they will include in their class Web page will be completed.
Contents:
  1. Computer Description
       • Technical information, Hard Drive Size, Speed, Operating System
       • Accessories such as Printers, Scanners, Cameras, and DVD Drives
       • Supplies such as Ink Cartridges, Paper, Card Stock
       • Connectivity Needs, Internet Connection, LAN, etc.
       • Minimum and Ideal
  2. Rationale for using Computers in Literacy Classroom
       • Research Basis for Learning Outcomes
       • Motivation
       • Current Needs of Students
       • Others
  3. Prospectus (Proposal) For Web Page
       • Why You Need or Want One
       • What will be Included
       • Who will be Creating and Illustrating: Teacher, Students, Parents, Others
Culminating Assignment: Submission of the above written plan.

Module 12: Your Classroom Web Page
Objective: Students will use Netscape Composer, Microsoft Word, or a Web editor of their choice to create the Web page they outlined in Module 11. Students will include at least six annotated links to resources appropriate to their classroom setting. Students will post their Web page on their school, school district, or an Internet site.
Contents:
  1. Web Page Design
  2. Web Editors
       • Web Hosting Sites
       • Utilizing Free Web Hosting Sites
       • File Transfer Protocol
  3. Locating Appropriate Web Resources
Culminating Assignment: Create a Web page that is appropriate and can be used in the classroom setting. Post the Web page so it is available on the Internet. Send the URL of the Web page to the instructor and other members of the class. Critique two class members Web pages and provide appropriate feedback.

Module 13: Final Integration Project
Objective: Students will complete the final integration project.
Culminating Assignment: Based upon sound educational research principles and best practices that you have learned in this course, create a lesson plan to demonstrate your knowledge on how to integrate educational technology into the reading and language curriculum. The lesson plan must be tied to state standards and reference research articles and best practices in the field of educational technology. Create a curriculum page to support the lesson. You may also modify your Web page to support the lesson plan.

Grading

Assignment	Points	Grading Scale
Introduction	2	100 – 93	A
Chapter/Online Reflections	52	92 – 85	B
Software Evaluations (2)	6	84 – 77	C
Rubric	5
Classroom Writing Project/Action Plan	7
Integration Plan/Web Page Prospectus	7
Web Page	6
Final Integration Project	15
Total Points	100

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.

Register
To register to take TEI's Integrating Technology into the Reading & Language Arts Curriculum K-8 online graduate course, go to the Course Registration page.