Learning in the Digital Age

References
Image. Retrieved on January 7, 2013 from digboston.com Image. Retrieved on January 6, 2013 from dimity.edublogs.org Image. Retrieved on January 6, 2013 from flatclassroomconference.ning.com Image. Retrieved on January 7, 2013 from http://www.biblicalreformation.com/blog/2009/04/17/irishproverbs-of-ears-and-tongues/ Image. Retrieved on January 5, 2013 from http://kids.lth2.k12.il.us/Kids/News/TrainingSites.htm

Visual Literacy and Technology

Resource to Enhance Instruction

Learning Styles
Instructional Technology

Image. Retrieved on January 7, 2013 from pictures. 5th grade illustrated word wall schools.nyc.gov http://marizsuunn.files.wordpress.com/2011/03/causeandeffect.j pg http://schools.webster.k12.mo.us/eucation/components/docmgr /default.php?sectiondetailid=40880 http://www.beesburg.com/edtools/glossary.html http://www.christianschoolproducts.com/articles/2007December/Departments/Visual-Teaching-Strategies-for-theClassroom.htm http://www.smcm.edu/educationstudies/pdf/rising-tide/volume3/rachel-welniak-mrp.pdf http.://www.thirteen.org/edonline/ntti/resources/internet1.html

Stephen Petrina. (in press). Curriculum and Instruction For Technology Teachers
Thibault, M. and Walbert, D. (n.d.). Reading images: an introduction to visual literacy. Retrieved from https://sites.google.com/site/visualliteracytoolbox/what-is-visualliteracy on January 9, 2013

Learning in the Digital Age

by Roberto Cortes Melanie Devoid Rita Harris Toi Hinton Patricia Jenkins

Constructivism
-Cooperative Learning

Instructional Technology

-Discussions

-Problem Solving

Visual literacy is the ability to see, to understand, and ultimately to think, create and communicate graphically. (Thibeault, M)

Strategies for Teachers

SeeThinkWonder This strategy leads teachers to ask these specific questions in this order about a concept/unit being taught: What do I see? What do I think? What do I wonder? This strategy requires the students to think about what they know and brainstorm ideas to extend a concept. Role-playing This is teaching strategy where students are participating in activities that have real-life applications. Students are able to practice language relevant to this type of situation.

Instructional Strategies
Group Projects/Cooperative Learning These activities provide opportunities for students to exchange, write, and present ideas. Projects use a variety of skills that work together to increase understanding and retention. Hands-On Learning Most diverse students tend to be tactile, kinesthetic learners. With hands-on activities, these students are able to use many senses that make the learning experience more meaningful. Many demonstrations, educational games and simulations help to actively engage the students in the learning process. Drill and practice A form of independent study, after the teacher explains a task, learners practice it. Simulations These are activities that simulate real life. They are hands-on and tailored to meet the needs of all students. PowerPoint Presentation The teacher can include colorful images, videos, text, graphs, charts and audio. They are easy for students to create due to the templates provided. The slides can be printed to use as a handout. Think/Pair/Share This strategy increases student participation, involvement and accountability for concepts discussed.

Strategies for Different Learners

English Language Learners
Graphic Organizers Diagrams, such as flow charts and mind maps, show the relationship between new concepts and prior knowledge helps facilitate new ideas. Graphic organizers like Venn Diagrams help students compare and contrast material that they have learned. Word Wall Post new vocabulary on the word wall in an organized, grouped manner. Incorporate use of the word wall daily and create activities that require the students to think critically in order to understand and use the new words. Encourage use of the new vocabulary through writing and language skills.

Choice Boards/TicTacToe
Choice boards are a type of organizer often used in conjunction with multiple intelligences. These boards contain a variety of activities. Students are free to choose the activity/activities that they feel demonstrates their understanding of the skill/concept. Technology Communication via e-mail or blogs builds communication and collaboration skills, develops skills in research and web publishing and a knowledge of real-time data collection.