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Technology in Language Arts and Foreign Language Instruction

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Chapter 10 Technology in Language Arts and Foreign Language Instruction Presented by: Melissa Dzubinski, Elizabeth Climer & Brandie Wolfe Components of instruction ... – PowerPoint PPT presentation

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Title: Technology in Language Arts and Foreign Language Instruction


1
Chapter 10
  • Technology in Language Arts and Foreign Language
    Instruction
  • Presented by
  • Melissa Dzubinski, Elizabeth Climer
  • Brandie Wolfe

2
Components of instruction
  • The instruction should be student centered and
    developmentally appropriate.
  • Instruction should focus on integrating multiple
    language arts skills (reading, writing, speaking,
    and listening) whenever possible.
  • Activities should be integrated with the content
    instruction.
  • Activities should provide real-life application.
  • Instruction should assist students in achieving
    established proficiency standards.

3
Issues and Problems with Language Arts and
Technology
  • Keyboarding instruction
  • Reading on the computer vs. print
  • Media literacy as opposed to print literacy.

4
Issues and Problems with Foreign Language and
Technology
  • Direct vs. contextual language instruction.
  • Cognate vs. noncognate language.
  • Content-obligatory vs. content compatible
    language.

5
Cognate vs. Non-cognate Languages
  • Noncognate languages
  • Related in no way to the English language
  • Japanese and Chinese
  • Cognate languages
  • Words in both languages incorporated into the
    same language base
  • Spanish and French
  • Writing
  • Advances in technology
  • Use actual symbolic characters of other languages
  • Keyboards have been adjusted to meet
    writing/publishing needs

6
Content-Obligatory vs. Content-Compatible
  • Language essential to understanding of content
    material
  • Language that can be taught naturally within the
    context of a particular subject matter
  • How technology helps
  • Content-obligatory
  • Programs that teach through drill and practice
  • Content-compatible
  • Opportunities to produce multimedia projects with
    text, speech and graphics
  • Helps students explore dialogues and interactions

7
Models of Foreign Language Instruction
  • FLEX
  • Provides students with an introductory but
    limited foreign language experience to elementary
    level students
  • FLES
  • Provides students with sequential language
    learning to help them work toward proficiency
  • Immersion
  • All or part of the curriculum
  • Brings together all parts of learning a foreign
    language, speaking and listening
  • Relevant dialogue

8
The Use of Technology in Language Arts
  • Computer-guided instruction
  • Reading programs on computers are diagnostic
    systems which place the students in the program
    that is at their appropriate level. These
    programs monitor progress through frequent
    testing.
  • Accelerated reader programs present students with
    story passages to read and requires them to take
    quizzes on the passages and keeps track of their
    scores.
  • Computer-assisted note taking
  • Software designed for mapping and webbing
  • Offers the ability to easily modify notes as
    learning continues
  • Offers the ability to use notes in various
    creative ways to study for tests or prepare for
    other forms of accountability.

9
The Use of Technology in Language Arts
  • Computer-enhanced critical thinking
  • Students can be taught to access online archives,
    libraries and databases
  • Web-based research promotes critical thinking,
    supports content learning, and opens students
    minds to global interactions.
  • The internet can be used to access many
    materials not available in schools.

10
Technology to Support Communication and
Collaboration
  • E-mail and threaded discussions
  • Provides powerful support for curriculum
  • Students are more motivated to write well when
    sharing ideas long distance, in a manner that
    assumes a speedy response.
  • Teachers can promote electronic information
    exchanges between students and outside resources.
  • In threaded discussions, students can share and
    learn from the ideas of multiple other students,
    guest experts, and community leaders all over the
    world.

11
Technology to Support Communication and
Collaboration
  • Networked Collaboration and Support
  • Online projects are a great way for students to
    experience global learning and practice critical
    thinking skills.
  • Examples of online projects teachers can use are
  • MayaQuest, AmazonQuest, and AustrailiaQuest
  • In these Quest journeys, students follow a team
    of researchers around the world in search of
    answers to specific questions.
  • Video Conferencing and Distance Education
  • Provide a way for students to study foreign
    languages, especially where qualified teachers
    are scarce.
  • This method of instruction is very cost effective
    and efficient for all school districts.

12
Integrating Technology in the Classroom
  • Writing and Publishing
  • Word processing software
  • Gives students the ability to use electronic
    tools to draft, revise, edit and publish their
    work
  • Reading and Studying
  • Computer Guided Instruction
  • Tutorials and Study guides
  • Diagnostic systems help students/teachers track
    their progress over time
  • Vocabulary development and comprehension through
    electronic reading materials, CD-Rom or online
  • Passages can be read out-loud
  • Links to other documents for better understanding

13
Reference
  • Roblyer, M. (2004). Integrating educational
    technology into teaching. 3rd ed. Upper Saddle
    River, NJ Pearson Prentice Hall.
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