On a worldwide scale, illiteracy disproportionately impacts women.

fic writing can be

software

another

with a wider audience by posting on

generate their own questions

strategies: predicting, questioning, clarifying, and summarizin

Deliberately teaching online reading and research skills is one way to keep students from foundering on their way to the future.

through

interests

opportunities

Examining and understanding the consequences of sharing data online

nowing how to read, write, and participate in the digital world has become the 4th basic foundational skill

we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

Being audience and culturally aware, resolving conflict appropriately, using technology tools effectively, and taking responsibility for personal and group productivity.

Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings

Understanding the basic structure of the web

hey can evaluate web content, and identify what is useful and trustworthy.

he web as an open and public resource

With that in mind, the ISTE has established seven key standards for students to follow. ISTE student standards are: Empowered learner Digital citizen Knowledge constructor Innovative designer Computational thinker Creative communicator Global collaborator

ISTE student standards are: Empowered learner Digital citizen Knowledge constructor Innovative designer Computational thinker Creative communicator Global collaborator

This report identifies 11 elements of current writing instruction found to be effective for helping adolescent students learnto write well and to use writing as a tool for learning.

1. Acknowledge the student's first language or dialect as a valid form of communication. 2. Learn about the student's home language or dialect. 3. Acknowledge the student's need to develop receptive knowledge of Standard English before using English expressively. 4. Provide many opportunities for students to engage in conversation/discussion. 5. Allow students to respond in their home language first, and then to focus on translating their responses into English. 6. Provide second language learners with cues, letting them know when to anticipate being called on or when their turn will be. 7. Provide content·area books that have clear illustrations ol the main concepts presented in the text. 8. Provide opportunities for students to work together with other ESL students and with English·fluent students. 9. Use songs, nursery rhymes, and finger plays to emphasize the sound-symbol system and phonemic awareness. 10. Provide opportunities to learn through hands-on, exploratory, experiential activities

Programs with an emphasis on rote, pattern drills, and grammatical lessons have had less success than programs emphasizing cultural awareness and oral communication. One of the key factors in FLES programs is the opportunity for students to use the target language in communicative settings at school and in their community environment. This contributes to fluency;

Language acquisition refers to unconscious learning of language in 11aturalistic sol· lings with a focus on meaning: in contrast. Janguagc learning refers to conscious rule learning in formal instructional sctlings with an emphasis on tho form of languago

"' 76 + Chnptur :1 FIGURE 3.1 Factors Influencing Second Language Acquisition

For example, a child mighl use the vocabulary or syntac-tic structure of one language when attempting to communicate in the olher language. Other researchers have questioned the existence of language interference, citing evi-dence that bilingual children appear to be able to distinguish between lwo language systems early on (De Houwer, 1990; Goodz, 1994; Lanza, 1992; Meisel, 1994). Instances in which chjldren appear to be mixing the two languages (also known as code mixing, or language mixing) may simply reflect their parents' use of two languages.

The three types of learning strategies that involve specific language competencies related to academic English register are: 1. Cognitive strategies. These strategies involve using language to interact with written and hands-on materials, using a range of cognitive processes, such as summarizing, deduction/induction, transfer, and inference. 2. Metacognitive strategies. These strategies involve using language to plan, monitor, and evaluate one's own learning. 3. Social-affective strategies. These strategies involve using language to interact with olhers (peers or teachers) in the learning process, such as asking questions for clarification or working collaboratively (Chamot & O'Malley, 1995).

Encouraging children to become linguistically flexible is critical for teachers in the development and implementation of curricula that will provide children with opti-mal learning opportunities. It is also important for teachers and parents to acknowl-edge the importance for children to develop the linguistic flexibility to be able to comprehend and use not only the dialect used at home and in their immediate com-munities but to also understand the form of English used in other social settings (Delpit, 1995). These children develop bidinlectism, or the ability to use two dialects (Cloud et al., 2000; Ogbu, 1999). Children may develop the ability to use multiple dialects as they interact at home, in the larger community, and informally with peers. Children who are more linguistically flexible and can use more than one dialect will be able lo communicate effectively in a wide variety of settings and interactions.

Language diversity. This is the variation and number of nouns and modifiers used by the parents. 2. Feedback tone. This is the positive feedback given to children's participation in an interaction. 3. Symbolic emphasis. This is the emphasis placed on focusing on names and associated relations of the concepts and the recall of those symbols. 4. Guidance style. This is parental interaction that uses asking rather than demanding in eliciting specific behavior from the child. 5. Responsiveness. This is parental responsiveness to requests or questions initiated by children.

Somo language differences represent diverse dialects, or specialized variations of a language. Cultural and social difforences and geographic locality influence the development of a dialecl.

In the first stage of cognitive development, the sensorimotor stage, children are prelinguislic. According lo Piaget. children's undorslanding of the environ-ment comes only through their immediate direct (sensory) exporiencos and their motor (movement) activities. An important precursor to Iha onset of language is tho development of object permanence. Object permanence involves an awareness that an object continues lo exist even when it is out of sight. Further, when tho object ronppenrs, it is tho same object and has the same properties as before. IL is through sensorimotor experiences in infancy that children develop the cognitive ability to understand object permanence. According to Piaget, language appears when chil-dren's cognitive growth reaches a point whore thoy use and manipulate symbols (Piaget, 1962, in Paciorek & Munro. 1999). After object permanence is acquir~d. chil-dren begin to use symbols such as words lo refer to objects and actions (Santrock, 2001; Sinclair-deZwart, 1969).

Realmente promueve la construcción de conocimiento porque obliga a activar el pensamiento individual, a buscar formas de investigar sea en forma independiente o en grupo, y promueve valores en forma semiconsciente como la cooperación, la responsabilidad, la comunicación, el trabajo en equipo, la autoevaluación individual y de los compañeros (ITESM,2001).

Modalities of Meaning

In a pedagogy of Multiliteracies, all forms of representation, including language, should be regarded as dynamic processes of transformation rather than processes of reproduction.

Diversity is pivotal in today’s lifeworlds, and much more profoundly and pervasively so than the straightforward demographic groupings which underwrote an earlier identity politics of gender, ethnicity, race and disability—forms of politics which first unsettled the hoped-for homogeneity of mass society and the nation-state.

how do we create a literacy pedagogy which promotes a culture of flexibility, creativity, innovation and initiative?

The underlying lesson of the basics was about the social order and its sources of authority, a lesson which was appropriate for a society which expected its workers to be passively disciplined.

School was a universe of straightforwardly right and wrong answers, of authoritative texts and authoritarian teachers.

Business leaders also tell us that knowledge is now a key factor of production, a fundamental basis of competitiveness—at the personal, enterprise and national levels. And as knowledge is the result of learning, education is more important than ever.

we spoke of the need to conceive meaning-making as a form of design or active and dynamic transformation of the social world, and its contemporary forms increasingly multimodal, in which the linguistic, the visual, the audio, the gestural and the spatial modes of meaning were increasingly integrated in everyday media and cultural practices. These constituted the second of the ‘multis’—the inherent multimodality of contemporary forms of representation. As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language.

A pedagogy of Multiliteracies would need to address this as a fundamental aspect of contemporary teaching and learning.

Design is a prospective enterprise

Yet only that for which there is a word can be brought into communication: no word, no communication about it. In image, if there is something that we wish to depict, we can depict whatever we want. We don’t ask: ”Is there an appropriate image we can use?” Contrary to common sense assumptions about language, words are vague.

The choice of mode has profound effects on meaning, and textbook designers, for instance, need to be aware of such meaning effects of different modes.

The Internet is this generation’s defining technology for literacy and learning within our global community.2.The Internet and related technologies require new literacies to fully access their potential.

The new literacies of online research and comprehension frames online reading comprehension as a process of problem-based inquiry involving the skills, strategies, dispositions, and social practices that take place as we use the Internet to conduct research, solve problems, and answer ques-tions.

How can we develop adequate understanding when the very object that we seek to study continuously changes?

Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks

It is the responsibility of educators in all grades and content areas to modify as needed for learners.

TPACK What knowledge do teachers need in order to facilitate student research? Understanding complex relationships among technology, pedagogy, and content with models like the TPACK framework may facilitate teacher growth in new literacies

when students share what they have learned not only about the information they found, but the sources and strategies they used to uncover that information.

se a reader’s ability to effectively scan a page, as opposed to reading every word

In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words.

1

Wikipedia is broadly misunderstood by faculty and students alike. While Wikipedia must be approached with caution, especially with articles that are covering contentious subjects or evolving events, it is often the best source to get a consensus viewpoint on a subject. Because the Wikipedia community has strict rules about sourcing facts to reliable sources, and because authors must adopt a neutral point of view, articles are often the best available introduction to a subject on the web.

The habit is simple. When you feel strong emotion — happiness, anger, pride, vindication — and that emotion pushes you to share a “fact” with others, STOP. Above all, it’s these things that you must fact-check. Why? Because you’re already likely to check things you know are important to get right, and you’re predisposed to analyze things that put you an intellectual frame of mind. But things that make you angry or overjoyed, well… our record as humans are not good with these things. As an example, we might cite this tweet which recently crossed my Twitter feed: You don’t need to know that much of the background here to see the emotionally charged nature of this. President Trump had insulted Chuck Schumer, a Democratic Senator from New York, saying tears that Schumer shed during a statement about refugees were “fake tears”.  This tweet reminds us that that Senator Schumer’s great grandmother died at the hands of the Nazis, which could explain Schumer’s emotional connection to the issue of refugees. Or does it? Do we actually know that Schumer’s great-grandmother died at the hands of the Nazis? And if we are not sure this is true, should we really be retweeting it?

Check for previous work: Look around to see if someone else has already fact-checked the claim or provided a synthesis of research. Go upstream to the source: Go “upstream” to the source of the claim. Most web content is not original. Get to the original source to understand the trustworthiness of the information. Read laterally: Read laterally.[1] Once you get to the source of a claim, read what other people say about the source (publication, author, etc.). The truth is in the network. Circle back: If you get lost, or hit dead ends, or find yourself going down an increasingly confusing rabbit hole, back up and start over knowing what you know now. You’re likely to take a more informed path with different search terms and better decisions.

Another component of getting students ready for the future is making sure they are using tech as they might in the real world.

probe the deepest issues confronting us

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

 Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

As many districts jump on board with 1:1 implementation, Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

One way to do this is by introducing teachers to the different analytical frameworks they can use to assess, select, and use technology in their instruction. These are basically conceptual models that provide a number of guidelines for teachers to reflect on when trying to implement technology in class.

SAMR (Substitution, Augmentation, Modification, and Redefinition) is  a four-level conceptual framework  developed by Dr Ruben Puentedura (2006) to help teachers make  effective use of technology in their instruction

Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, (2). 39.

Collaboration is the social process that supports learners' development of capabilities in which they learn to do without assistance things that they could initially do only with assistance. If learning really is a social process, then collaboration is required. The assistance that learners require may be provided by experts such as teachers and by peers, who collectively have expertise distributed among them.

TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching. The TPACK framework seeks to assist the development of better techniques for discovering and describing how technology-related professional knowledge is implemented and instantiated in practice.

A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning

Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.

Interests foster the drive to gain knowledge and expertise. Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements.

Unit 2. Por and Para Prepositions All Students of Spanish discover quickly that the prepositions por and para are a force with which to be reckoned. At first, we discover that the both mean "for"; however, under colser inspection, we find out that each has several other meanings; some are shared by both, and others are unique to each one.

By tweeting, blogging, reading blogs, social bookmarking and annotating, and even simply lurking on digital platforms with their peers, students can become members of our classroom communities and not simply play the role of student.

Language, to me, is a mystery because I haven’t studied it but, I know there’s loads of literature out there, and we know in general that kids learn language differently from adults and that people can learn a language by immersion rather than by any direct instruction in grammar or anything. It’s interesting that the term literacies is used with reference to language acquisition, and we use it in digital literacies. One common aspect of literacies which also came up in earlier conversations with Sally, was my belief that digital literacies could only be (really) learned socially, as with language.

1. From PBL to PBLL

It is also a chance for students to use their language skills while researching and presenting the final product.  Here are some Project Based Learning tips and suggestion to keep in mind to help ensure a high quality process and product: A concrete timeline that helps students learn how to benchmark and manage projects. An engaging presentation of the project that grabs student interest. Academic rigor and alignment with standards with a focus on content and skill mastery. An essential question that is based on the appropriate skill and age level of students. A product that demonstrates knowledge and skill in which students show evidence that they have mastered the standards and objectives of the project. Applied learning so that students think and do something new with their knowledge or skills. An authentic audience that helps to keep the process and product focused on authenticity. High-quality products or performance at the end of the project that demonstrates the results through applied knowledge and skills div.wpmrec2x{max-width:610px;} div.wpmrec2x div.u > div{float:left;margin-right:10px;} div.wpmrec2x div.u > div:nth-child(3n){margin-right:0px;}

Once my class wound down their questions, I said, “Fantastic! So now I know what I need to teach you over the next few weeks. We’ve got a lot of knowledge we need to get, we’ve got some skills we need to learn, and we’ve got some work that we need to do. Tomorrow, we’ll map out time over the next several weeks how we’ll get the knowledge and learn the skills we’ll need to be awesome when you present. In about thirty minutes, my students went from panic to plan; from fear to feeling like, “We’ve got this!” It works so much better than starting with the beginning.

When I introduce a new project to my class, I start with the end. I tell them what I expect that they will be able to do at the end of the project.

Even a first-grade student can begin to understand the organization of information on the Web

Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

How do you respond to a medical emergency if the people around you speak only Spanish?

How can we present highlights of a country's history in a 10-minute skit for a language competition?

Essential Project Design Elements Checklist

The WorldWideWeb (W3) is a wide-area hypermedia information retrieval initiative aiming to give universal access to a large universe of documents