The document discusses using technology as a remedial resource to improve student learning in reading, writing, and math. It provides examples of different technologies that can be used, such as Read:OutLoud for reading, SOLO writing software, and IXL for math practice. The document also discusses research studies that have shown benefits of using technology for learning, such as increased writing gains. A variety of online resources and remedial materials are presented for reading, math, and other subjects.

1. USING TECHNOLOGY AS A REMEDIAL
RESOURCE TO IMPROVE STUDENT
LEARNING
Misael J. Talon
ED 480 Educational Technology
Spring 2012

2. PART 1
DIFFERENT TYPES OF TECHNOLOGY AND THEIR
EDUCATIONAL APPLICATIONS

3. Many different
types of
technology can
be used to
support and
enhance learning.
Everything from
video content and
digital
moviemaking to
laptop computing
and handheld
technologies
(Marshall, 2002)
have been used in
classrooms, and
new uses of
technology such
as podcasting are
constantly
emerging.

4. Various technologies
deliver different kinds
of content and serve
different purposes in the
classroom. For example,
word processing and e-
mail promote
communication skills;
database and
spreadsheet programs
promote organizational
skills; and modeling
software promotes the
understanding of
science and math
concepts. It is important
to consider how these
electronic technologies
differ and what
characteristics make
them important as
vehicles for education
(Becker, 1994).

5. Technologies
available in
classrooms today
range from simple
tool-based
applications (such as
word processors) to
online repositories of
scientific data and
primary historical
documents, to
handheld computers,
closed-circuit
television channels,
and two-way distance
learning classrooms.
Even the cell phones
that many students
now carry with them
can be used to learn
(Prensky, 2005).

6. Each technology is likely to
play a different role in students'
learning. Rather than trying to
describe the impact of all
technologies as if they were the
same, researchers need to think
about what kind of
technologies are being used in
the classroom and for what
purposes. Two general
distinctions can be made.
Students can learn "from"
computers—where technology
used essentially as tutors and
serves to increase students
basic skills and knowledge;
and can learn "with"
computers—where technology
is used a tool that can be
applied to a variety of goals in
the learning process and can
serve as a resource to help
develop higher order thinking,
creativity and research skills
(Reeves, 1998; Ringstaff &
Kelley, 2002).

7. The primary form of
student learning "from"
computers is what Murphy,
Penuel, Means, Korbak and
Whaley (2001) describe as
discrete educational
software (DES) programs,
such as integrated learning
systems (ILS), computer-
assisted instruction (CAI),
and computer-based
instruction (CBI). These
software applications are
also among the most
widely available
applications of educational
technology in schools
today, along with word-
processing software, and
have existed in classrooms
for more than 20 years
(Becker, Ravitz, & Wong,
1999).

8. According to Murphy et al,
teachers use DES not only
to supplement instruction,
as in the past, but also to
introduce topics, provide
means for self-study, and
offer opportunities to learn
concepts otherwise
inaccessible to students.
The software also
manifests two key
assumptions about how
computers can assist
learning. First, the user's
ability to interact with the
software is narrowly
defined in ways designed
specifically to promote
learning with the tools.
Second, computers are
viewed as a medium for
learning, rather than as
tools that could support
further learning (Murphy et
al, 2001).

9. Bruce and Levin
(1997), for example,
look at ways in which
the tools, techniques,
and applications of
technology can
support integrated,
inquiry-based
learning to "engage
children in exploring,
thinking, reading,
writing, researching,
inventing, problem-
solving, and
experiencing the
world."

10. Techniques
of
Technology
in different
fields

11. They developed the
idea of technology as
media with four
different
focuses: media for
inquiry (such as data
modeling,
spreadsheets, access
to online databases,
access to online
observatories and
microscopes, and
hypertext), media for
communication (such
as word processing,
e-mail, synchronous
conferencing,
graphics software,
simulations, and
tutorials),

12. media for
construction (such as
robotics, computer-
aided design, and
control systems),
and media for
expression (such as
interactive video,
animation software,
and music
composition).

13. PART 2
UsingTechnology in
Remedial Resources in
Reading
Writing
Math

14. READING
Who Needs Read:OutLoud?
Read:OutLoud was chosen as the text
reader for every school in Indiana and
Virginia

15. HTTP://WWW.DONJOHNSTON.COM/PRODUCTS/READ
_OUTLOUD/
 Who Needs Read: Out Loud?
 Read: Out Loud 6 makes it easy to provide access
to the new electronic books required in IDEA, and
the included web browser makes the internet fully
accessible. Read: Out Loud provides accessibility
supports like text-to-speech and study tools that
help you read with comprehension. Providing
access to the curriculum is easier than ever with
Read:Out Loud.

16.  Research Study:
 Quasi-Experimental Research Study Shows Increased
 Writing Gains when Technology is Paired with
 Instruction
 Background
 In 2005, the National Center for Technology Innovation
(NCTI) issued a grant to examine
 the effects on student outcomes using validated writing
strategies paired with an innovative
 and universally-designed technology program called
SOLO. This quasi-experimental design
 utilized pre- and post-test groups in nine classrooms
serving students in grades 3, 4 and 5.

17.  from Technology & Learning
 This feature-rich literacy software can help
struggling readers realize their potential.
 For many students, integrating reading, writing,
spelling, and other literacy components is a
seamless process, but for those with learning
difficulties, it is anything but smooth.
.

19. HTTP://WWW.ISTATION.COM/PRODUCTS/ENG.ASP
THE ISTATION READING CURRICULUM — THE
FIVE KEY READING AREAS
http://www.istation.com/products/eng.asp
 On-Demand Assessments
 ISIP™, (istation’s Indicators of Progress), is a
valid and reliable early reading screener and
progress monitor.

20. HTTP://WWW.LEXIA.COM/ASEDISABLED.ASP
 Attention
The database search function is temporarily closed
for maintenance on April 29, 2012.

21. HTTP://TEACHER.SCHOLASTIC.COM/PRODUCTS/ZIPZ
OOM/

22. HTTP://WWW.IXL.COM/
 Http://www.ixl.com/membership/
 Math membership: http://www.ixl.com/membership/

23. HTTP://WWW.RENLEARN.COM/
Improve Parental Involvement
with Renaissance Home Connect
With the new Renaissance Home Connect, you can keep parents
involved by linking the school and home to make personalized reading
practice even more effective. By logging on from their home computer,
students and parents can:

24.  See progress toward reading goals.
 Conduct book searches using AR Bookfinder
 Review results on AR quizzes.
 View number of books read, words read,
and quizzes passed.
 And much, much more.
 In a data-driven, decision-making framework, such
as Response to Intervention, parental involvement is
especially essential, and documenting communication
with parents is vital in Tier 2 and beyond. Renaissance
Home Connect involves parents by providing a direct
link to what students are working on at school.


25. OTHER READING/ MATH REMEDIAL RESOURCES
 http://www.brainpop.com/
http://www.learning-workshop.co.za/remedial-resources.php
http://www.squidoo.com/helpforreading
http://www.brainpop.com/

26. RESOURCES FOR REMEDIAL READING
 High School Diploma Train at Home - Affordable
Tuition. Career Services
Included!www.PennFoster.edu
 Discount Teacher Supplies Low Price Guarantee!
Games, Toys & More. Specializing In Pre-K to
3rd. www.DiscountSchoolSupply.com
 Math Practice - Ages 5-15 A K-12 math website
kids LOVE — Win awards, certificates, have
fun!www.IXL.com/Math

27. REFERENCES
 http://www.donjohnston.com/products/read_outloud
/
 http://www.istation.com/products/eng.asp
 http://www.lexia.com/ASEDisabled.asp
 Http://teacher.scholastic.com/products/zipzoom/
 http://www.ixl.com/
 http://www.renlearn.com/
 http://www.brainpop.com/
 http://www.learning-workshop.co.za/remedial-
resources.php
 http://www.squidoo.com/helpforreading

28.  http://www.ncrel.org/sdrs/areas/issues/methods/tec
hnlgy/te800.htm
 http://www.amazon.com/Kindle-Wi-Fi-Ink-Display-
international/dp/B0051QVF7A/ref=amb_link_36155
7302_2?ie=UTF8&nav_sdd=aps&pf_rd_m=ATVPD
KIKX0DER&pf_rd_s=center-
1&pf_rd_r=17G26YAYZNVG9PSXAKTW&pf_rd_t=1
01&pf_rd_p=1360239902&pf_rd_i=507846

29. END