By Susan Watts Taffe, Carolyn B. Gwinn
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Additional resources for Integrating Literacy and Technology: Effective Practice for Grades K-6
Maria can make her lesson interactive by including the group work within the fabric of the lesson itself, rather than saving the application until after the lesson. When the three links to information about Eric Carle appear, she can give her students 5 minutes to read the information in The Learning Environment 27 their small groups and discuss their thoughts about which links might be the best ones to visit. She can then ask them to share their thoughts and use their responses as a springboard for what she is teaching.
Building a Professional Development Community In teacher focus group meetings, a powerful forum for dialogue, you can gather with colleagues to discuss challenges, rewards, questions, and other issues related to your technology integration. We have learned from teachers that these meetings serve as a catalyst for them to reflect on their experiences, both as they articulate them to others and as they consider what they hear others saying. Although the duration of meetings can vary, 60–90 minutes for a group of three to six teachers allows for substantive sharing while maintaining a well-paced conversation.
First, students take their recorded dreams and develop a concept map using KidPix. Then they add text, rank their dreams, and decide on one to feature in the class slideshow. In the following days, students create slides of the 34 INTEGRATING LITERACY AND TECHNOLOGY dreams they chose. As a collaborative effort, students add transitions between slides and create a slideshow called “Our Dreams by Mrs. ” Assessing Student Learning Alicia views assessment as an ongoing process across the unit of study.