Someone has to prepare faculty who are in need of technology skills. For example, in Louisiana, i... more Someone has to prepare faculty who are in need of technology skills. For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member at the university level has to have a Blackboard presence and a disaster plan so that classes can continue in the event of a catastrophe. Those faculty called upon to assist their peers in complying with the directives are often chosen only because they are more comfortable than others with technology. Often, trainees are uncomfortable in such training, and senior faculty, often later “digital immigrants,” can be resentful. The researchers and authors of this paper have garnered $443,658 in grants involving training faculty in instructional technology. Through their experiences, the authors and researchers have isolated seven key practices that make such training successful. This article describes those practices and supports the findings of the primary research with secondary research on andragogy and Marc Prensky’s ideas of the literacy divide that exists between “digital natives” and “digital immigrants.” By considering the basic tenets of adult education, we can be better facilitators of valuable training sessions that will bridge the digital divide.
Introduction Section I-Oral Language Oral Language Barrier Games DLTA Elaboration Grand Conversat... more Introduction Section I-Oral Language Oral Language Barrier Games DLTA Elaboration Grand Conversations Language Experience Approach Retelling Role Play Sketch to Stretch Section II-Phonemic Awareness Phonemic Awareness Clapping syllables Elkonin Boxes Language Play Picture BINGO Picture Sorts Section III-Phonics Phonics Analytic Phonics Synthetic Phonics Embedded Phonics Analogies BINGO Cloze Flip Books Making Words Rainbow Alphabet Arc Word Family Concentration Word Wall Section IV-Fluency Fluency Choral Reading Echo Reading Fluency Development Lesson (FDL) Neurological Impress Method Readers' Theater Tape Assisted Reading Section V-Vocabulary Vocabulary Concept Circles Context Clues Frayer Model Linear Arrays List Group Label Possible Sentences Predict-O-Gram Semantic Feature Analysis Semantic Maps Vocabulary Knowledge Rating Scale Vocabulary Doodles Word Sorts Section VI-Comprehension Comprehension Anticipation Guide Character Analysis Cubing Directed Reading and Thinking Acti...
The beliefs that teachers hold about how children learn are often reflected in the instructional ... more The beliefs that teachers hold about how children learn are often reflected in the instructional practices they use to help children become readers. The purpose of this study was threefold: (a) to identify teachers’ beliefs regarding how reading takes place and how reading develops, (b) to examine the instructional reading practices implemented in teachers’ classrooms, and (c) to explore the relationships between teachers’ theoretical beliefs and their instructional practices in providing appropriate reading instruction. Qualitative methods informed this study by providing case studies of four primary grade teachers, giving detailed accounts of their theoretical beliefs—process and instruction. Two of the teachers held theoretical beliefs based on a top-down model of reading and utilized pedagogical practices associated with literature-based instruction. The other two teachers upheld beliefs characteristic of a bottom-up construct of reading and implemented skills-based instructiona...
... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Ga... more ... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Gambrell,Clemson University, Clemson, South Carolina ... Editor, Books Shannon T Fortner Acquisitions and Developmental Editor Corinne M. Mooney Associate Editor Charlene M. Nichols ...
... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Ga... more ... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Gambrell,Clemson University, Clemson, South Carolina ... Editor, Books Shannon T Fortner Acquisitions and Developmental Editor Corinne M. Mooney Associate Editor Charlene M. Nichols ...
Perspectives on Online Technologies and Outcomes, 2010
... For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member a... more ... For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member at the university level has to have a Blackboard presence and a disaster plan so that ... In 1973, another educational pioneer, Malcolm Knowles, introduced us to his theories of educa-tion ...
Someone has to prepare faculty who are in need of technology skills. For example, in Louisiana, i... more Someone has to prepare faculty who are in need of technology skills. For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member at the university level has to have a Blackboard presence and a disaster plan so that classes can continue in the event of a catastrophe. Those faculty called upon to assist their peers in complying with the directives are often chosen only because they are more comfortable than others with technology. Often, trainees are uncomfortable in such training, and senior faculty, often later “digital immigrants,” can be resentful. The researchers and authors of this paper have garnered $443,658 in grants involving training faculty in instructional technology. Through their experiences, the authors and researchers have isolated seven key practices that make such training successful. This article describes those practices and supports the findings of the primary research with secondary research on andragogy and Marc Prensky’s ideas of the literacy divide that exists between “digital natives” and “digital immigrants.” By considering the basic tenets of adult education, we can be better facilitators of valuable training sessions that will bridge the digital divide.
Introduction Section I-Oral Language Oral Language Barrier Games DLTA Elaboration Grand Conversat... more Introduction Section I-Oral Language Oral Language Barrier Games DLTA Elaboration Grand Conversations Language Experience Approach Retelling Role Play Sketch to Stretch Section II-Phonemic Awareness Phonemic Awareness Clapping syllables Elkonin Boxes Language Play Picture BINGO Picture Sorts Section III-Phonics Phonics Analytic Phonics Synthetic Phonics Embedded Phonics Analogies BINGO Cloze Flip Books Making Words Rainbow Alphabet Arc Word Family Concentration Word Wall Section IV-Fluency Fluency Choral Reading Echo Reading Fluency Development Lesson (FDL) Neurological Impress Method Readers' Theater Tape Assisted Reading Section V-Vocabulary Vocabulary Concept Circles Context Clues Frayer Model Linear Arrays List Group Label Possible Sentences Predict-O-Gram Semantic Feature Analysis Semantic Maps Vocabulary Knowledge Rating Scale Vocabulary Doodles Word Sorts Section VI-Comprehension Comprehension Anticipation Guide Character Analysis Cubing Directed Reading and Thinking Acti...
The beliefs that teachers hold about how children learn are often reflected in the instructional ... more The beliefs that teachers hold about how children learn are often reflected in the instructional practices they use to help children become readers. The purpose of this study was threefold: (a) to identify teachers’ beliefs regarding how reading takes place and how reading develops, (b) to examine the instructional reading practices implemented in teachers’ classrooms, and (c) to explore the relationships between teachers’ theoretical beliefs and their instructional practices in providing appropriate reading instruction. Qualitative methods informed this study by providing case studies of four primary grade teachers, giving detailed accounts of their theoretical beliefs—process and instruction. Two of the teachers held theoretical beliefs based on a top-down model of reading and utilized pedagogical practices associated with literature-based instruction. The other two teachers upheld beliefs characteristic of a bottom-up construct of reading and implemented skills-based instructiona...
... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Ga... more ... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Gambrell,Clemson University, Clemson, South Carolina ... Editor, Books Shannon T Fortner Acquisitions and Developmental Editor Corinne M. Mooney Associate Editor Charlene M. Nichols ...
... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Ga... more ... Shanahan, University of Illinois at Chicago, Chicago, Illinois, President-elect Linda B. Gambrell,Clemson University, Clemson, South Carolina ... Editor, Books Shannon T Fortner Acquisitions and Developmental Editor Corinne M. Mooney Associate Editor Charlene M. Nichols ...
Perspectives on Online Technologies and Outcomes, 2010
... For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member a... more ... For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member at the university level has to have a Blackboard presence and a disaster plan so that ... In 1973, another educational pioneer, Malcolm Knowles, introduced us to his theories of educa-tion ...
Uploads
Papers by Carrice Cummins