Integrating Technology Into the Reading
& Language Arts Curriculum K-8 Online

Course Outline

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

Assess theoretical reasons for using computers in today’s reading, language arts classrooms
Students will identify issues reading professionals struggle to answer regarding methodology
Students will describe the need for keeping abreast of the advances in technology applications in curriculum
Identify the variety of tools that teachers have to use when using technology in the reading language arts classroom
Examine how to use productivity, multimedia and communication tools to effectively design instruction for the 21st century
Define and identify emerging technology tools such as PDAs and Podcasts
Examine the research on using technology in a literacy classroom environment
Review theories such as phonemic awareness, formal phonics instruction, fluency, vocabulary and comprehension instuction
State how technology can aid or enhance literacy instruction
Analyze the skills and strategies needed for reading and understanding content reading
Explore methods of increasing interest in topical reading through use of computers and other technology including publishing
Students will identify and explain how technology can aid publishing classroom writing and content reading instruction
Identify methods to use computers and the Internet to teach writing, reading and communication skills
Utilize authors’ websites to enhance literature based reading instruction
Develop a set of principles for evaluating appropriateness and usefulness of Internet sites
Assess the value of publishing K-8 students written works
Demonstrate how this writing and publishing can lead to greater achievement and interest in the standard conventions of spelling, grammar and writing styles, and techniques
Examine the research on using the Internet in a classroom environment
Identify issues such as achievement, safety, and management when using technology in teaching
Effectively use the Internet in their classrooms while promoting a safe environment for students
Analyze ISTE standards designed to support technology instruction
Assess how to use concepts such as the “Big 6,” Media Literacy, and digital sources to teach literacy
Define and identify plagiarism, copyright, and intellectual property
Identify how to meet the needs of student’s whose first language is different from English
Explain the need for teachers in the USA to communicate with their students who may speak Spanish, French, German or many of the other world languages
Explore the concepts of teaching ESL students in the regular classroom using technology
Analyze technology resources that would be helpful to both teacher and ESL learners
State the laws and guidelines concerning ESL students and their rights to access to education
Identify methods for using computers to teach, assess, and motivate disabled readers
Explain how to meet the needs of all readers who struggle and achieve below grade level reading and literacy skills
Explain how technology provides help to give these struggling learners a fresh start, immediate feedback, and repeated reading opportunities to help them become better readers
Analyze the findings of major research on the use of technology with struggling readers
Develop methods for using technology to improve reading strategies, skills, and motivation to read
Identify methods of developing greater fluency, word identification strategies, and writing skills
Write a plan to incorporate the use of computers in literacy instruction/assessment in a classroom setting
Create a rationale for including computers into their literacy instruction
Complete a prospectus and rationale of what they will include on the class web page
Design, create and submit/publish a classroom web page.
Students will demonstrate knowledge of safety guidelines, students’ rights to privacy, the efficacy of publishing students works, communication with parents and the community at large, resources for meeting the needs of all students including ESL and Struggling Readers, and Information on the classroom, assignments, events and areas being studied in both the design and rationale for their website.
Develop a 10 slide PowerPoint or HyperStudio presentation of a reading topic.

Curriculum Design & 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 Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 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 Microsoft Internet Explorer, Safari, Mozilla Firefox etc.

Course Materials

The required textbook for this course is Technology to Teach Literacy, A Resource for K-8 Teachers, by Rebecca Anderson, Michael Grant & Bruce Speck ISBN:0-13-198975-7 © 2008, 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:

Introduction to the online class environment

Meet the classmates
Meet the instructor

Become familiar with the online course content

Review the course outline

Review the course syllabus and relevant information
Become familiar with the textbook layout

Review structure of projects
Review the Web site for the textbook: Technology to Teach Literacy, A Resource for K-8 Teachers

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:

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

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:

Designing and Managing Integrated Reading Language Classrooms

Literacy Models
Teacher's Role
Examples of Integrated Literacy Unit

Teaching Students Methods of Self-Control

Theory of Assessment
Using Rubrics
Student's Self Assessment
Standardized Assessment

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:

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

Promoting Literacy Learning and Thinking with the Internet

Problem Solving Skills
Cooperative Learning Using the Internet
Project Based Learning and Web Quests

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:

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

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:

Multimedia

The Components of Multimedia
Multimedia vs. Other Types of Software Applications

Rationale for Using Electronic Tools for Literacy Education

Theory
Practice

Electronic Tools To Use

Hypermedia
Databases
Spreadsheets
Presentation Software
Software for Literacy
CD-ROMs and DVDs

Electronic Texts and Printed Texts

Likenesses and Differences
Requirements for Successful Use

Evaluating Software

Checklists
Criterion
Students Evaluate

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:

Getting Started With Writing In Your Classroom

Why Write
What You Need

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

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:

Exploring Classroom Publishing

Why and How
Product and Process

Traditional Classroom Publishing
- Software
- Style and Format
- Publication Committees
- Printing and Binding
Integration Strategies
One-Computer Classroom
Multi-Computer Classroom
Classroom Management Plan
Computer Classroom Publishing

Creating Electronic Products
Downloading Information from Sourcese
Posting Materials

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

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:

ESL Education

Theories
Research Finding

Computer Assisted Language Learning

Direct Teaching vs. Indirect Learning
Software for Language Learning

Technology For ESL Learners by Grade Levels

A Primary Grades (K-3)
Upper Elementary (3-6)
Middle Grades (6-8)

Keeping Current in ESL Instruction

The Teacher Leader
The Collaborative Teacher
The Resource Coordinator
The Technology Instructor, Tutor and Guide
The Knowledgeable Literacy Leader
The Evaluator
The Manager of Classroom and Resources
The Technology Troubleshooter
The Researcher
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:

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

Rationale for using Computers in Literacy Classroom

Research Basis for Learning Outcomes
Motivation
Current Needs of Students
Others

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:

Web Page Design
Web Editors

Web Hosting Sites
Utilizing Free Web Hosting Sites
File Transfer Protocol

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 in to Reading & Language Arts Curriculum K-8 Online the course, go to the Course Registration page.

Integrating Technology Into the Reading & Language Arts Curriculum K-8 Online