Salient Features of India constitution especially power and functions
MassCUE Keynote
1. The Changing Face of Literacy and Learning In 1-1 Laptop Classrooms: The New Literacies of Online Reading Comprehension Donald J. Leu, J. Gregory McVerry, W. Ian O’Byrne, Lisa Zawilinski, and Heidi Everett-Cacopardo New Literacies Research Lab University of Connecticut http://www.newliteracies.uconn.edu/ MassCUE/M.A.S.S. October 29, 2009 Visit the site for this talk: http://newliteracies.typepad.com/tackling/keynote.html
16. I. The Internet Is This Generation’s Defining Technology For Reading and Learning
17. A New Literacies Quiz How many individuals currently have access to the Internet and regularly read, write, and communicate online? 511 million 253 million 754 million 1.6 billion 1.6 billion individuals; 1 out of 4 people in the world! (Internet World Stats)
19. How many adolescents in Accra, Ghana report having gone online? 5% 66% 37% 51% 66% or 2/3 of adolescents! (Borzekowski, Fobil, & Asante, 2006)
20. In 2005, did adolescents in North America read more on the Internet or more with books and other printed material? On the Internet Offline in books, etc. The same for both. On the Internet! In 2005, students aged 8-18 spent 48minutes per day reading on the Internet and only 43minutes per day reading offline. (Kaiser Family Foundation, 2005).
21. Which nation manufactures the most software in the world? The U.S. Indonesia India Ireland Ireland! (Organization for Economic Development and Cooperation, 2004)
22. 5. Which nation, in North America, is implementing a plan to ensure Internet access to every home and every school to prepare its citizens for the 21st century? Canada Mexico The U.S. Mexico! Mexico is implementing its eMexico plan right now. See http://www.e-mexico.gob.mx/
23. 6. Which nation provides Internet connections for all households at speeds 16 times faster than U.S. broadband for $22 per month? Taiwan Australia Japan The Ukraine Japan! (Bleha, 2005).
24. 7. How many states, in the U.S., measure students ability to read search engine results on state reading assessments? 10 15 0 2 0! Not a single state.
25. 8. How many states, in the U.S., permit the use of word processors on state writing assessments for any student who wishes to do so. 1 5 24 0 0!
26. 9. How many states assess online reading comprehension in their state reading assessment? 0 2 5 8 0!
27. What can we conclude? The Internet is this generation’s defining technology for reading. We place our students at risk by our continued inaction.
29. The Hidden, Compound Reading Achievement Gap Those who require our support the most with online reading comprehension, those without home access, actually receive our support the least in schools. Current policies may increase achievement gaps
30. II. The Internet Requires New Literacies -- Additional Online Reading Comprehension Skills.
31. Valid And Reliable Assessments of Online Reading Comprehension (ORCAs) (Castek, 2008; Coiro, 2007; Henry, 2007; Leu et al., 2005; Leu, Reinking, et. al, 2007). Issues: Practicality and Stability
32. Online and Offline Reading Comprehension Are Not Identical (r=0.19, n = 89, N.S.) Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005).
33. A Central Question: What skills and strategies appear to be important for successful online reading comprehension? Reading to Define a Problem Reading to Locate Information Reading to Evaluate Information Reading to Synthesize Information Reading and Writing to Communicate Information The new literacies of online reading comprehension
41. The Failure to Think Critically About Information on the Internet R: You, um, what if I told you that this site was not at all reliable and that the information was not true. S: I would say that you were wrong and that maybe you used a different a website and it’s just called the same thing because the stuff I found out was everything I needed to find out and some other stuff that I didn’t need to know so I think it’s very reliable and I disagree with you.
42. III. A Model for Teaching Online Reading Comprehension in 1:1 Laptop Classrooms: Internet Reciprocal Teaching
43. IRT: Phase ITeacher-led Basic Skills Teacher-led demonstrations of basic Internet use skills and cooperative learning strategies Explicit modeling by teacher Largely whole class instruction Mini-lessons as transition to Phase II
44. IRT: Phase IICollaborative modeling of online reading strategies Students presented with information problems to solve. Work in small groups to solve those problems. Exchange strategies as they do so. Debrief at the end of the lesson. Initially: locating and critically evaluating Later: Synthesis and communicating.
59. 1. The Answer Requires A Team Approach: M.A.S.S. MassCUE Library/Media Specialists Educational Technology Coordinators Massachusetts Department of Elementary and Secondary Education School Leadership Teams Teachers
60. 2. Define The Problem Correctly A literacy issue A technology issue Technology standards become integrated within subject area standards Online learning is integrated into each subject area; Every classroom teacher is responsible Subject area assessments and online information skills are assessed together. Technology standards are separated from subject area standards Online learning is separated from subject areas Specialists are responsible Online information and communication skills are assessed separately from subject area knowledge.
61. 3. Use Internet Reciprocal Teaching Phase I: Teacher-led Instruction in Basic Online Skills Phase II: Problem-based Learning of New Literacies Skills Phase III: Internet Inquiry
68. 9. Implement Supportive Technology Policies Email and safe social network policies Filter/unfilter policies – The 20 minute rule Professional development policies Laptops School Librarian/Media Specialists
69. 10. Understand The Hidden Consequences Of Your Reading And Writing Assessments The rich get richer in both reading Good writers get denied in writing
70. Our Additional Sessions Today: Organize, Analyze, Synthesize & Respond: Using Diigo & Voicethread to Support Online Reading Comprehension Lisa Zawilinski and Heidi Everett-Cacopardo Strategy Exchange And Online Content Creation In The IRT Classroom W. Ian O’Byrne and J. Gregory McVerry
71. Central Ideas From Today The Internet requires new, more complex forms of higher level thinking, reading comprehension, and communication skills. We need to expand our conception of reading. We should be thinking of how best to prepare students to read, think, problem solve, and communicate with others using the Internet.
72. What Lesson Have WE Learned as We Work to Support A Changing Literacy Curriculum?
73. Educators become more important, though their role changes, in a new literacies classroom.
76. …the future our students achieve tomorrow. Thank you for everything that you do!
77. The Changing Face of Literacy and Learning In 1-1 Laptop Classrooms: The New Literacies of Online Reading Comprehension Donald J. Leu, J. Gregory McVerry, W. Ian O’Byrne, Lisa Zawilinski, and Heidi Everett-Cacopardo New Literacies Research Lab University of Connecticut http://www.newliteracies.uconn.edu/ MassCUE/M.A.S.S. October 29, 2009 Visit the site for this talk: http://newliteracies.typepad.com/tackling/keynote.html
