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RDG 579 Technology in Reading and 
Language Arts Instruction
Spring Semester, 2008
Catherine Kurkjian, Ed.D.

COURSE OUTLINE

(SUBJECT TO CHANGE WITH APPROPRIATE NOTICE) 

SESSION 1

January 24
In-Class Agenda Introduction: Syllabus, Course Requirements, Work Groups (Blog and Webquest Activity) Teaching Competencies

Visit Monk Help Desk
http://www.youtube.com/watch?v=-xmTTzCAALc&feature=related
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Create your own bookmarking tool at:http://ikeepbookmarks.com/

NEW LITERACIES SURVEY
http://www.reading.ccsu.edu/Kurkjian/carrsurvey5.htm
Preparation for Next Class  Chapter 1: What are the new literacies for new times?
Chapter 4: section on Weblogs  170-172
What are Weblogs? Visit Chapter 4 on the companion website and visit Blog sites at:
http://www.sp.uconn.edu/~djleu/fourth.html
How are educators integrating weblogs into the classroom?
 
SESSION 2

January 31
In-Class Agenda Weblog possibilities

View and respond to my Blog
http://kurkjian.blogspot.com/

Create your own blog.
http://www.blogger.com/start

What is new in the New Literacies?

Preparation for Next Class
Check out intriguing sites for Chapter 1
http://www.sp.uconn.edu/~djleu/fourth.html
Read article by Julie Coiro at this site
http://www.readingonline.org/electronic/rt/2-03_Column/

Blog entries and responses
SESSION 3

February 7
In-Class Agenda New Literacies Perspective & Reading Comprehension on the Internet
Preparation for Next Class Chapter 2
Visit companion website and find some intriguing and useful sites that you can use in your teaching situation.
SESSION 4 February 14
In-Class Agenda Navigating the Internet with a critical eye
http://pbskids.org/license/index.html

copyright quiz
http://www.techlearning.com/db_area/archives/TL/2002/10/copyright_quiz.html

Analyzing and Evaluating Websites Activity
Preparation for Next Class

 Drawing on information in Chapter 2, please write a written response to the questions below.

  1. Select a website and explain (by thinking aloud) how you will evaluate it with a critical eye to determine its quality. Now, find an example of website appropriate to a child and your curriculum and explain how you might teach students to evaluate it?

  2. Find two different examples on the Internet that invite children to engage in practices that may be unsafe. How might you teach your children to deal with these sites? What rational would give them for engaging in this safe behavior.

  3. How might you teach children to realize that not everything on the Internet is accurate? Find websites on the Internet to help you to get this point across.

 
SESSION 5 February 21 DUE: Questions 1,2 & 3
In-Class Agenda Navigating the Internet with a critical eye share
 
Preparation for Next Class Chapter 3 :Internet Workshop, Internet Project, Internet Inquiry Effective Instructional Models/ Webquests
 
SESSION  6 February 28
In-Class Agenda Effective Instructional Models: Internet Workshop, Project, Inquiry and WebQuest
Preparation for Next Class 4.Drawing on information in Chapter 3 write a response to the following questions. Be prepared to share in class.

Can you find an Internet Project that would be integral to your curriculum, feasible, and of value for you to use? (Assume that you have at least one computer for student use that is connected to the Internet.)

bullet Explain how it would support your curriculum.
bullet How it might play out in your setting
bullet Describe what you might have to do to implement it effectively
bullet The learning benefits for students
bullet The challenges of the project

5. Select a focus question from below:

  1. How does an African elephant adapt to its environment?
  2. How are the life of a wild dog different and the same as a wolf’s life?
  3. How could someone who was deaf like Beethoven compose such beautiful music?

Search for the information efficiently explaining your thinking of the process.  Can you use different strategies to get the same information and explain the alternative ways of doing this?

Now generate a focus question on a topic you might give to a student to research.

Model (by thinking aloud) how you would teach them to go about finding this information on the Internet. Use specific Internet sites to teach these strategies.

SESSION 7  March 6 DUE: Questions 4 & 5
In-Class Agenda

Internet Inquiry

Preparation for Next Class
Chapter 5: New Literacies and English and the Language Arts
SESSION 8 March 13  
In-Class Agenda New Literacies and English and the Language Arts
Preparation for Next Class Groups will read one of the following chapters-7,8,9,10 or 11. To be determined in class (for March 27th class). Each person (0r group) will read designated chapter and prepare a  Scavenger  Hunt for classmates. Use the Scavenger Hunt Template and websites from the companion website to highlight some key components and interesting ideas from the chapter.

What is a Scavenger Hunt?  Briefly, the teacher selects a unit or topic that the class is studying and researches web sites that are related to the topic.  The teacher then creates a list of questions from the site/sites.  Students use the hyper links or URL address provided by the teacher to reach the site/sites and answer the questions. (http://peoria.k12.il.us/shwhite/ScavengerHunts.html)

SESSION 9 March 27  DUE: Scavenger Hunt on selected chapter
In-Class Agenda Scavenger Hunts
Preparation for Next Class Chapter 12
SESSION 10 April 3
In-Class Agenda With a partner do Homepagewebquest
Preparation for Next Class Projects
SESSION 11   April 10
 In-Class Agenda Projects
Preparation for Next Class Projects
SESSION 12 April 17
In-Class AgendaProjects
Preparation for Next Class Projects
 SESSION 13 April 24
In-Class Agenda Projects
SESSION 14 May 1 (No Class)
In-Class Agenda Projects
SESSION 15 May 8 DUE: Technological Instructional Model Project#1 and Portfolio Reflection,
In-Class Agenda Project Completion
Preparation for Next Class Project Completion
SESSION 16 May 15 DUE: Project #2
In-Class Agenda Project Share and Wrap Up

   

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RDG 579 HOME PAGE Final Portfolio & Matrix(of old standards)

  COURSE OUTLINE ASSIGNMENTS   NCTE/IRA STANDARDS
&
IRA Teaching Competencies (Revised)
&
ISTE Technology Standards 		OBJECTIVES ALIGNED WITH STANDARDS AND CONCEPTUAL FRAMEWORK