Technology for All Learners.This feature describes technology and media that can be used to meet the learning needs of diverse learners,ranging from those with learning disabilities to gifted and talented students. 3 Technology Resources.Because many schools have tight budgets.this feature offers a list of practical and valuable resources that are free or ive They also info n the andor how to rces.These are listed at the ends Taking a look at Technology Integration.These miniature case stud. ies of technology and media applications demonstrate how teachers are using technology in a variety of settings.Like the ASSURE Classroom Case Study,they show technology and media use in context. Exploring 21st Centary Learning STE NETST Aliment.At he beginning of each chaper,the ISTE ed with the nd of each the who succes y complete the skills activities will demonstrate that they hav accomplished the standards. Preface xix Technology for All Learners. This feature describes technology and media that can be used to meet the learning needs of diverse learners, ranging from those with learning disabilities to gifted and talented students. 64 Chapter 4 and materials to support learning; and a variety of learning contexts. We provide guidance to help you carefully plan and manage these learning environment components to ensure that students achieve the intended standards and objectives stated in the ASSURE model. As you design 21st century activities for your students, you should explore information about and examples of instructional strategies proven to be successful. We have divided them according to teacher-centered strategies, those directed specifically by the teacher, and student-centered strategies, those in which students are largely responsible for their own learn￾ing. In both categories, the teacher is key to the design of the instruction. What is different is the focus or orientation of the strategy. Types of Learning Strategies There are 10 common types of instructional strategies used in classrooms. We provide an over￾view of each strategy, discuss the advantages and limitations of each, and offer suggestions for integrating technology and media for each strategy. PreSenTaTion In a presentation, the teacher or students dramatize or other￾wise disseminate information. Information sources include the teacher, students, textbooks, Internet sites, audio, video, or other students. Presentations can be highly interactive, involving questions and comments among the teacher and learners as a whole class or in small groups. Huitt, Monetti, and Hummel (2009) suggest that students come to the learning setting with different levels of knowledge. Further, TechnoLogy for aLL LearnerS English Language Learners Robertson (2008) offers teachers seven strategies for using technology with English language learners (ELLs) to prepare them to be 21st century learners. Although Robertson’s strategies are targeted for English learners, they represent best practice that may useful for all students, from struggling to advanced. 1. Build vocabulary. Introduce new technology terms based on individual needs. Use props and demonstrations to depict meanings. Check student understanding before progressing to new vocabulary. 2. Use handouts. Use handouts with visuals of the computer screen to assist with language barriers. 3. Create simple assignments for beginners. Have students work with familiar content, such as material about major cities in his or her country of origin, to focus learning on the new technology skills rather than new content. 4. Extended practice time. Provide ELLs extra time to practice basic computer skills that may be commonplace for other students, such as using a mouse or basic commands like save, print, and copy/paste. The extra time is needed because the students have to translate software language as well as learn how to use the technology. 5. Use pair and group work. When English learners and native English speakers are paired to learn technology skills, the ELLs not only build English language skills but may also assist their partners to learn different ways to complete technology tasks. 6. Establish meaningful goals. Focus technology projects on new technology skills and on improving English literacy skills. Plainly outline the technology project criteria, such as number of slides, photos, and hyperlinks in a presentation, as well as providing clear expectations for subject area content. 7. Teach students to consider the source. Some English learners may come from cultures with limited access to information, creating a susceptibility to believing online information. Teachers can assist by preparing students to evaluate information for accuracy and relevance to their needs. Review the ASSURE Case Study and video at the beginning of the chapter. What teacher- centered and student- centered activities were included in the lesson? In what ways were the teacher￾centered strategies different from the student-centered strategies? In what ways did Ms.  Kaiser and Ms.  Marshall support learning during student-centered activities? classroom case Study reflection Achieving Learning at a Distance 149 end of this chapter). The URL incorporates the name of the host computer (server), the domain, the directory on the server, and the title of the webpage (actual filename). Navigation within and among webpages relies on hypertext links that, when selected, move users to another loca￾tion on the same page, another website on the same host computer, or to a different computer on the Web. To use the Web for online learning, webpages have to be designed and written, and a host computer must be available to house them. Universities and large companies are usu￾ally directly connected to the Internet and run the necessary web-hosting (server) software. A popular resource in online distance learning, the Course Management Tool (CMT), is software designed to make it easier for the teacher to use the resources that are part of the system, such as the discussion board, test options, and grade book. When using a CMT program such as Blackboard or Moodle, the teacher can concentrate on the instruction and not have to be concerned with computer programming issues. Evaluating WEb REsouRcEs There are so many resources available for students and learners on the Web that it can be dif￾ficult to determine which are the best to support learning. A selection rubric (see Selection Rubric: Web Resources) has been provided at the end of this chapter to guide you in identifying websites that will benefit your professional development or support your students’ learning. You can even ask students to use the rubric to evaluate sites they find while exploring new resources for their learning experiences. innovations on the Horizon augmEntEd REality Augmented reality (AR) has been available for some time in engineering systems to blend virtual data—documents, media, live action—with the real world to enhance the information we perceive with our senses. With the advent of wireless mobile devices such as smart phones, AR can now combine real-world data with virtual data. Using the GPS capability of a smart phone and AR software, the user can capture an image and “augment” or enhance knowledge about tEcHnology REsouRcEs Search Engines for Kids askkids.com This is a student version of Ask.com that uses age-appropriate content, filtering, and search terms to help kids narrow their searches by asking questions. Kidsclick.org Librarians created this site to help students conduct searches. Main topic menus and helpful links make it a kid-friendly search engine. Kids.yahoo.com The student version of Yahoo! includes sites preselected for young people ages 7 to 12 that present information in a colorful, interactive way. Teachers have been asked to review identified sites, and there is a parent page designed to share information about Internet safety and offer suggestions for ways to help children gain value from using the Internet. To research this media, pick a selection rubric to evaluate the media and determine which one would work with your lesson plans. Achieving Learning at a Distance 143 IntegratIng WebQuests Although students can access a rich array of information on the Web, their searches often use random or low-level thinking skills. With WebQuests you can help your students access the Web effectively for gathering information in student-centered learning activities within the classroom (Dodge, 1999). Developed by Bernie Dodge at San Diego State University, WebQuests have been a longtime teacher favorite for infusing Internet resources into the school’s curriculum to make a hybrid, or mixed, learning environment. A WebQuest is an inquiry-oriented simulation activity designed with specific learning outcomes in mind, in which some or all of the informa￾tion that students interact with comes from resources on the Internet. Students follow a series of steps to gather information meaningful to the task: 1. Introduction. A scenario points to key issues or concepts to prepare the students to ask questions. 2. Task. Students identify issues or problems and form questions for the WebQuest. 3. Process. In groups, students assume roles and begin to identify the procedures they will follow to gather information to answer their questions. 4. Sources. Resources that will be investigated in the WebQuest are identified by the teacher and students. This is one area where the teacher helps to provide the links to websites and to ensure students have access to other support materials. 5. Conclusion. This is the end of the WebQuest, but it invites students to continue to investigate issues or problems. WebQuests often end with an evaluation of the process students used, along with benchmarks for achievement. WebQuests can be applied to many types of lessons and information sources: • Monitoring current events for social studies • Science activities, such as tracking weather and studying space probes to other planets • Databases of information for expository writing assignments • Mathematics puzzles, which require logical thinking • Discussion groups with online exchange of information • Job banks and résumé services for practice in job-seeking activities takIng a Look at technoLogy IntegratIon Key Pals Rick Traw, a professor at the University of Northern Iowa, wanted to extend the experiences of his elementary education teacher candidates in language arts applications. Because of scheduling difficulties, it was impossible to arrange a visit for his students to work on writing skills with students in a nearby urban elementary school. With the aid of the Internet, however, it was possible for the elementary students to send their stories to their university “key pals” for review. The children had an exciting new audience for their writing,and the university teacher candidates had an opportunity to learn about working with emerging writers. Dr. Traw and the classroom teacher provided guidance to the college teacher candidates in techniques for assisting the young children with their writing. Exploring 21st Century Learning Chapter 1 Knowledge Outcomes Goal Learn about the uses of technology and media to ensure successful student learning in the 21st century. This chapter addresses ISTE NETS-T 3, 4, and 5: 1 Identify key components of the framework for 21st century learning. 2 Discuss the status of the technology and media in today’s PK–12 schools. 3 Describe the roles of technology and media in learning. 4 Explain the roles of the typical 21st century teacher and the typical learner. 5 Discuss the framework for 21st century learning literacies. 6 Identify 21st century learning environments. 7 Explain the role of standards. 8 Describe the key concerns regarding copyright law for educational uses. Technology Resources. Because many schools have tight budgets, this feature offers a list of practical and valuable resources that are free or inexpensive. They also inform the reader how to obtain the resources. These are listed at the ends of chapters along with helpful web links. Taking a Look at Technology Integration. These miniature case stud￾ies of technology and media applications demonstrate how teachers are using technology in a variety of settings. Like the ASSURE Classroom Case Study, they show technology and media use in context. ISTE NETS-T Alignment. At the beginning of each chapter, the ISTE NETS-T are aligned with the chapter Knowledge Outcomes. At the end of each chapter, the professional skills activities reflect the ISTE NETS-T. For each end-of-chapter activity, at least one standard has been identified. Students who successfully complete the skills activities will demonstrate that they have accomplished the standards. Preface xix A01_SMAL4150_01_SE_FM.indd 19 11/02/14 1:52 AM