Transcript Presenter - People - Rochester Institute of Technology

Web Literacy for Reading and
Writing
TESOL 99
March 11, 1999
Kathleen Eilers crandall
NTID English Department
Rochester Institute of Technology
Thesis
Students with web literate teachers are able to
make good use of the web’s resources for
developing reading and writing literacy.
Web technology enhances teaching
effectiveness
Students have a more active role in learning.
Students get faster feedback.
Better-looking materials are more interesting.
Modifications can be made immediately or
shortly after teaching.
Preparing for class
Don’t let technology consume teaching time.
Allocate sufficient time.
Practice set up before class and keep notes.
Have a short activity for students while you set up.
Make friends with the technology staff.
Have alternate plans when technology fails.
Readability issues
Essentially the same for high and low
technology materials.
Text complexity
Follow good visual design principles for
displaying materials to be read.
Visual design for class displays
Limit the text on the screen to the point you are
making.
Display conceptually related information.
Allocate sufficient time to look at the display.
Do not display more than 6 to 8 lines of text at once.
Do not show more than 2 graphics at once.
Display principles
Use large enough type size
Use color schemes to maximize clarity.
Know techniques for changing print size.
Print size
MS Word - Use Ctrl A and change font size.
Demo – open a word document
Netscape Communicator. Use Ctrl ] and Ctrl [ .
Demo – open a web site
MS Explorer - Change default type size.
PowerPoint - Set type size in development stage.
Others -Use the magnifier utility in Windows 98.
Special needs
Students with visual-motor needs
special easy-to-manipulate mouse
shortcut keys to manipulate programs
Students with limited sight
may not see graphics on classroom display
individual screen with a magnifier utility
Cautions
Don’t let technology hamper communication.
Use technology for a specific purpose.
Technology doesn’t improve poor teaching.
Overuse of technology doesn’t promote
interest in learning.
Communication issues
Equipment can reduce visibility.
It is often a challenge to regain students’
attention.
Establish a procedure to get students’ attention.
Plan your class time so there are not too many
switches back and forth between teacher display
and student displays.
Deaf students and technology
Variation in experience
Prevent technology anxiety
Teach needed new skills
Develop skills for intelligent use
of technology
Teach students how to:
select the right information
evaluate materials for
relevancy to assignments
readability
credibility
Added teacher responsibilities
Select and review before directing students to
outside web sites.
Be aware of the changing nature of web sites.
Teachers who prepare their own web sites
need to develop new skills.
end
Student skills
World Wide Web
E-mail
Discussion
Groups
Information
Pages
Chat
Rooms
E-mail
E-mail
Communicating
with
Teachers
Communicating
with
Class Members
Communicating
with
Friends & Family
Communicating
with
Outsiders
E-mail: Common Skills
Common to all uses of e-mail:
computer
e-mail utility procedures
e-mail etiquette
E-mail: Family & Friends
Communicating with family and friends
common interest area
common content knowledge
E-mail: Class
Communicating with teachers or class
members
common topic knowledge
course relevancy
E-mail: Others
Communicating with outsiders
ability to establish objectives
skill in determining usefulness
Discussion Groups
Discussion
Groups
Participating in Limited
Membership Groups
Participating in Open
Membership Groups
Discussion: Common
Skills common to all discussion groups:
computer
newsgroup or message board utility
discussion etiquette
Discussion: Limited
Participating in limited membership groups
common purposes
common interest and content areas
ability to make meaningful contributions
Discussion: Open
Participating in open membership groups
all of the above
ability to judge validity of contributions
Information Pages
Information
Pages
Selecting
Specified
Information
Conducting
Independent
Inquiry
Using
Databases
Contributing
Information
Information: Selecting
Selecting specified information
vocabulary and reading
browsing skill
Information: Inquiry
Conducting independent inquiry
vocabulary and content knowledge
search strategies and protocol
Information: Research
Using databases
knowledge of subject
research design
collection and analyhsis of data
Information: Contributing
Contributing information
subject content area
web design and presentation
Chat Rooms
Chat
Rooms
Joining Topic Specifc Rooms
Closed
Membership
Open
Membership
Joining General Rooms
Closed
Membership
Open
Membership
Chat Rooms: Common
Skills common to all chat rooms:
computer
chat utility
knowledge of how to locate rooms
chat language conventions
chat etiquette
Chat Rooms: Specific
Joining topic specific rooms
skill in establishing objectives
common knowledge and interests
willingness and ability to contribute
ability to judge merit and relevancy
Chat Rooms: General
Joining general rooms
-- all of the above plus ..
skill in determining usefulness
Have your students ...
developed skills critical for the 21st century?
Producer - Presenter
Kathleen Eilers crandall
NTID English Department
Rochester Institute of Technology
Rochester, NY 14623
Phone: (716) 475-5111
Fax: (716) 475-6500
Email: [email protected]
Web: http://www.rit.edu/~kecncp