...Using Technology to Support Literacy in a Preschool Classroom CIEC 6180 Esmeralda Torres Introduction What is literacy? Literacy is defined simply as the ability to read and write. This is taught in all classrooms in many different ways from reading books to writing summaries of books. Literacy though, can be taught through technology as well. In today’s world, technology continues to grow at a rapid pace and has therefore opened many opportunities for teaching and learning. Connecting students with digital literacy will allow teachers to support their students’ literacy growth. It is not just about the pencil and paper anymore. When we think about technology we immediately envision a computer, a tablet, or a smartphone but technology is not just those things. Televisions and radios are technology as well and can be used to support children’s literacy development in different ways. There are many different methods and programs that allow us to target all types of students therefore teachers should embrace technology and its many educational uses. This paper will look at how different types of technology can be used to support literacy in a preschool classroom. Why use technology? Using technology in our classrooms will actually help motivate students into learning. The excitement the students get when a laptop or tablet is pulled out is what begins that motivation. Even those children that were not paying attention are suddenly paying attention all because...
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...MaDora Law January 11, 2015 EDU-225 Comprehensive Classroom Technology Plan Instructor Faux Comprehensive Classroom Technology Plan Technology has become the focus of our education today and is the building blocks to help students achieve the goals not only in their personal lives but also their academic. Computers are a large facet of our future allowing students to learn through the advances of technology to help them succeed into adulthood. A specific plan of communication will ensure a smooth flow of information to both parents and students. In order for this plan to become successful it will take a constant effort. Every parent’s type of communication will differ; therefore we must have several different communication strategies on hand. Using technology in the classroom will allow students to be more in touch with learning only help improve their leaning potentials. Having a technology in the classroom is a benefit for everyone. Teachers will be able to work with students more and spend less time worrying about how they are going to compute students’ grades. This generation is a technology based generation, and will learn best through technology. Section One: Mission and Vision Statement Mission Statement: By providing students with technology both in and out of the classroom, they will become more familiar with how to properly use today's technologies and stay updated with the technologies of the future, ensuring a brighter tomorrow for each of them. Students...
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...ECE 405 Entire Course http://www.devryguide.com/downloads/ece-405-entire-course/ To purchase this tutorial copy and paste link in your browser. ECE 405 Entire Course ECE 405 Week 1 DQ 1 Teaching Respect for Cultural Diversity Poster Teaching Respect for Cultural Diversity Poster. Twenty first century early childhood classrooms in the United States are filled with culturally diverse students. As an early childhood educator, you can help prepare this future generation of children to succeed in school. Chapter 1 of the textbook describes different strategies educators can use to support children in their classroom success. ECE 405 Week 1 ePortfolio Submission 1 Culturally Relevant Methods ePortfolio Submission 1: Culturally Relevant Methods. Throughout this course you will develop an ePortfolio that includes evidence of your cultural competence in each of the following areas: § CulturallyRelevantMethods § Anti-BiasCurriculum § DiverseFamilyStructures § MulticulturalEducation Using Chapters 1 and 2 of your text and at least one additional scholarly source, compile a list of 20 culturally competent strategies for English language learners (ELLs). At least five of your strategies should be appropriate for infants/toddlers, five strategies should be appropriate for preschool, and five strategies should be appropriate for early elementary age. You may select the age level for the five remaining strategies. ECE 405 Week 2 DQ 1 Culturally Relevant and Anti-Bias Classroom ...
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...EDU-225 Instructional Technology April 13, 2013 Instructor: Toni Kutner COMPREHENSIVE CLASSROOM TECHNOLOGY PLAN Mission Statement: Teachers will promote 21st Century Pedagogy. Emphasis will be placed on core subjects to support state standards of learning. In addition, students will develop skills in creativity, critical thinking, problem solving, communications and collaboration, life skills and digital technology. Technology will be a tool to engage students in the learning process. Teachers will engage in professional development to enhance education. Teachers will prepare students for success in the 21st century global and multicultural community. Vision Statement: The 21st century student will learn to his or hers fullest potential. Technology will be woven into traditional and innovative teaching methods to enhance student learning. The needs of students will be fully addressed to prepare them for lifelong learning, personal success and independence for their future achievements. Rational: In order to prepare students of the future, it is necessary to engage students with the aid of new technologies. Students of today are digital natives. They have grown up in a society filled with innovative technology. Technology is advancing in an accelerated pace. It is role of educators to keep pace with these advances and find new and innovated ways to facilitate student learning. “Traditional 20th century educational practices will no longer...
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...Jump to Navigation View your Cart Main menu * Home * Our Story * Blog * Store About 21st Century Skills * What are 21st century skills? * What are learning skills? * What are literacy skills? * What are life skills? * How can I teach 21st century skills? What are literacy skills? Literacy skills help students gain knowledge through reading as well as using media and technology. These skills also help students create knowledge through writing as well as developing media and technology. Information Literacy Students need to be able to work effectively with information, using it at all levels of Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, and creating). Information literacy involves traditional skills such as reading, researching, and writing; but new ways to read and write have also introduced new skills: * Consuming information: The current excess of information requires students to gain new skills in handling it. When most information came through official publications like books, newspapers, magazines, and television shows, students encountered data that had been prepared by professionals. Now, much information is prepared by amateurs. Some of that work is reliable, but much is not. Students must take on the role of the editor, checking and cross-checking information, watching for signs of bias, datedness, and errors. Students need to look at all information as the product of a communication...
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...Journal of Financial Economics 33 (1993) 3-56. North-Holland Common risk factors in the returns stocks and bonds* Eugene F. Fama and Kenneth R. French 1992 Unirrrsit.v 01 Chicayo. Chiccup. I .L 60637, C;S;L Received July 1992. final version received September on This paper identities five common risk factors in the returns on stocks and bonds. There are three stock-market factors: an overall market factor and factors related to firm size and book-to-market equity. There are two bond-market factors. related to maturity and default risks. Stock returns have shared variation due to the stock-market factors, and they are linked to bond returns through shared variation in the bond-market factors. Except for low-grade corporates. the bond-market factors capture the common variation in bond returns. Most important. the five factors seem to explain average returns on stocks and bonds. 1. Introduction The cross-section of average returns on U.S. common stocks shows little relation to either the market /Is of the Sharpe (1964tLintner (1965) assetpricing model or the consumption ps of the intertemporal asset-pricing model of Breeden (1979) and others. [See, for example, Reinganum (198 1) and Breeden, Gibbons, and Litzenberger (1989).] On the other hand, variables that have no special standing in asset-pricing theory show reliable power to explain the cross-section of average returns. The list of empirically determined averagereturn variables includes size (ME, stock...
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...Journal of Financial Economics 33 (1993) 3-56. North-Holland Common risk factors in the returns stocks and bonds* Eugene F. Fama and Kenneth R. French 1992 Unirrrsit.v 01 Chicayo. Chiccup. I .L 60637, C;S;L Received July 1992. final version received September on This paper identities five common risk factors in the returns on stocks and bonds. There are three stock-market factors: an overall market factor and factors related to firm size and book-to-market equity. There are two bond-market factors. related to maturity and default risks. Stock returns have shared variation due to the stock-market factors, and they are linked to bond returns through shared variation in the bond-market factors. Except for low-grade corporates. the bond-market factors capture the common variation in bond returns. Most important. the five factors seem to explain average returns on stocks and bonds. 1. Introduction The cross-section of average returns on U.S. common stocks shows little relation to either the market /Is of the Sharpe (1964tLintner (1965) assetpricing model or the consumption ps of the intertemporal asset-pricing model of Breeden (1979) and others. [See, for example, Reinganum (198 1) and Breeden, Gibbons, and Litzenberger (1989).] On the other hand, variables that have no special standing in asset-pricing theory show reliable power to explain the cross-section of average returns. The list of empirically determined averagereturn variables includes size (ME, stock...
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...Journal of Financial Economics 33 (1993) 3-56. North-Holland Common risk factors in the returns stocks and bonds* Eugene F. Fama and Kenneth R. French 1992 Unirrrsit.v 01 Chicayo. Chiccup. I .L 60637, C;S;L Received July 1992. final version received September on This paper identities five common risk factors in the returns on stocks and bonds. There are three stock-market factors: an overall market factor and factors related to firm size and book-to-market equity. There are two bond-market factors. related to maturity and default risks. Stock returns have shared variation due to the stock-market factors, and they are linked to bond returns through shared variation in the bond-market factors. Except for low-grade corporates. the bond-market factors capture the common variation in bond returns. Most important. the five factors seem to explain average returns on stocks and bonds. 1. Introduction The cross-section of average returns on U.S. common stocks shows little relation to either the market /Is of the Sharpe (1964tLintner (1965) assetpricing model or the consumption ps of the intertemporal asset-pricing model of Breeden (1979) and others. [See, for example, Reinganum (198 1) and Breeden, Gibbons, and Litzenberger (1989).] On the other hand, variables that have no special standing in asset-pricing theory show reliable power to explain the cross-section of average returns. The list of empirically determined averagereturn variables includes size (ME, stock...
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...Universitatea din Bucureşti Facultatea de Jurnalism şi Ştiinţele Comunicării Învăţământ la Distanţă Probleme ale comunicării interculturale Conf. univ. dr. Viorica Păuş Probleme ale comunicării interculturale Tutorat 1 Concepte fundamentale Civilizaţie: ansamblu de caractere proprii vieţii intelectuale, artistice, morale şi materiale ale unei ţări sau unei societăţi. (Dicţionar enciclopedic “ Petit Larousse”) Cultură: ansamblul structurilor sociale, religioase,etc…, ale manifestărilor intelectuale, artistice, etc…, ce caracterizează o societate. ( Dicţionarul enciclopedic “Petit Larousse”) La sfârşitul sec. XI: pământ cultivat= agricultură; spre mijlocul sec. XVI, în sens figurat= cultura spiritului (Renaştere); sec. XVIII: simbol al filosofiei Luminilor (Hobbes: acţiunea de a cultiva spiritul); sec. XIX: cultură= civilizaţie (germ. Kultur), termen ce va fi prefeerat de francezi. (după Dicţionar de sociologie Larousse) Valorile şi sistemele comportamentale ce permit unor grupuri de persoane de a da un sens lumii care îi înconjoară.Câteva aspecte ale culturii: • Ce poate fi definit drept “bun” sau “rău”? • Cum se structurează familia? • Care sunt relaţiile dintre bărbaţi şi femei? • Cum este perceput timpul? • Care sunt tradiţiile importante? • Care sunt limbile vorbite? • Care sunt regulile de alimentaţie şi băutură? • Cum sunt difuzate informaţiile...
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