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PREPARING TOMORROW'S ENGLISH LANGUAGE ARTS TEACHERS TODAY: PRINCIPLES…

- - - - New vocabularies with new meanings, mental images, media ads and discussion which are associated with technology are often assumedly able to be comprehended by the public in understanding this new language.
      - These vast lexicon changes reflect not only a vocabulary shift but also a thinking shift.
    - - New teachers need to be famiiliar with the literacy shifts, varying text forms and attendant skills in teaching new texts and languages.
      - different kinds of texts, genres with emerging characteristics
    - - Technology has enlarged processes to include visual discourse linked with oral and written discourse
      - Both oral and written discourse contain like elements and follow processes that teachers need to understand in order to help students develop and extend communication skills
- - - - Teaching and learning English language arts is goal; technology is a means by which we can read that goal.
      - To infuse this technology, we must build on what we know from research and practice
      - Our knowledge about reading (and literature), writing, speaking, listening, viewing and visually representing should serve as the centerpiece of the English language arts teacher preparation.
    - - We should determine and honor those different levels.
      - Instructional scaffolds for students to advance as technology users should be build within our classes.
- - - - question
      - refract
      - reflect
    - - to articulate
      - to internalize
      - to probe both the why and how of infusing technology through various applications, programs, web sites, methods of teaching, or communication tools.
    - - the context of the students
      - their needs
      - the assignment
- - - - encouragement
      - support
      - opportunities to learn
    - - class assignments
      - opportunities for use in the school day
      - homework expectations
    - - We need to devise ways of responding and coping with the inequities the division of computer access among
        
        poor children
        
        middle class children
        
        upper class children
- - - - Learning-centered and learner-centered
      - Both teacher and student functioning in both roles
    - - taking risks
      - trying out new technologies
      - relying on students to supplement instructions
- - - - the students' process
      - the quality of the work
      - the product itself
    - - keeping the content up front
        
        what is the content of the product?
      - determining the objective for the project itself
        
        the goal of
        
        the process
        
        the product
      - using that information to create rubrics and evaluation descriptors
- - - - to learn to work the technology itself
      - to develop technology skills through the study of English language arts content and pedagogy
    - - create web sites
      - 'read' the Internet
      - participate in online discussions
        
        ListServes
        
        real-time chat rooms
        
        asynchronous discussions
        
        video conferences
      - use all kinds of writing process skills on computer
        
        create texts
        
        add graphics and pictures
        
        determine appropriate formats
        
        revise extensively
        
        edit