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21st century classrooms: Exploring perspectives, negotiating computer-mediated landscapes, and integrating technology across the curriculum

21st century classrooms: Exploring perspectives, negotiating computer-mediated landscapes, and integrating technology across the curriculum
by Prisca Rodriguez on 16 May 2013

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Transcript of 21st century classrooms: Exploring perspectives, negotiating computer-mediated landscapes, and integrating technology across the curriculum

Technology has transformed the ways we

communicate
learn
work
play
(Shaffer, Squire, Halverson, & Gee, 2005) 21st Century Classrooms: Exploring Perspectives, Negotiating Computer-Mediated Landscapes, and Integrating Technology Across the Curriculum Literacy sites now comprise culturally and linguistically complex contexts that are digitally and globally connected (Elkins & Luke, 2000; Gee, 1991; Knobel, 1999), which afford a plethora of possibilities for teaching and learning. Internationally, teachers are called to
create and facilitate technology-enhanced experiences that foster student learning, innovation, and creativity
develop, design, and implement age-appropriate learning experiences and assessments model digital work and learning
engage in, promote, and model digital citizenship and responsibility
pursue professional growth and leadership (International Society for Technology in Education, 2008) Stakeholders agree on the common belief that technology can enhance learning, productivity, and performance, which is linked to success on a global scale (Association of Latino Administrators and Superintendents, 2011; Davies, 2011; Evans, 2005; Department of Education, 2010; Evans, 2005; International Society for Technology in Education, 2007). What should teachers know? 21st century skills Creativity Communication Innovation Critical
thinking Problem
solving Collaboration Consider: How to use technology How to integrate
technology to enhance
curriculum How technology may impact
student learning 21st Century Classrooms: Exploring Perspectives, Negotiating Computer-Mediated Landscapes, and Integrating Technology Across the Curriculum Global trends in the 21st century highlight the importance of technology use to allow students to demonstrate learning process, thus facilitating language learning in meaningful contexts (Eaton, 2010). Some online technologies you may want to consider for classroom use include

1. wikis
2. web logs (blogs)
3. e-portfolios
4. asynchronous forums
5. synchronous forums
6. chat rooms
7. webquests
8. virtual labs
9. online projects
10. videos (for viewing and editing)
11. social networking sites (i.e., Facebook/Twitter)
12. emails
13. online practices (grammar, pronunciation, listening, speaking) Please find the complete list of resources at http://www.livebinders.com/play/play?id=607394 Resources at your fingertips What do we know about second language learning in the 21st century? Second Language Learning

-constructivist perspective
-sociocultural perspective
-interactionist perspective
-communicative notions
-motivational approaches
-meaningful learning
-cooperative learning
-social-situated learning

(Ellis, 1997; Genishi & Dyson, 2009; Vygotsky, 1978) "Language is not an objective; it is by nature an activity" (Hayes, 2005, p.110) -social interaction with others and the environment -meaningful communication and interaction -social, collaborative activity purposeful tasks with active participation -real-life contexts -relevant, engaging content

-problem-solving and negotiation scenarios (Ellis, 1997; Genishi & Dyson, 2009; Vygotsky, 1978) Technology presents fertile ground within which learning can be viewed and treated in terms of collaborative achievement, where individuals can socially construct knowledge through meaningful interaction. Exploring the literature students become autonomous when they collaborate when using technology (Carballo-Calero, 2006)
technology increases motivation of students to actively engage in second language learning (Billings & Mathison, 2011)
technology may afford authentic, practical and meaningful contexts, which are considered to be at the core of effective language learning (Ban et al., 2012) Challenges Teachers` attitudes
-lack of confidence
-fear of change
-need of training/preparation on technological competency -lack of experience
-time-consuming
-resistance of diverting from traditional teaching practices Students` perceptions and preparedness Investment of money/school infrastructure Lack of research on effective educational technology implementation (Ramirez Romero, 2006). Need of professional development courses (in-service and pre-service teachers) "Future teachers must be prepared in today´s world to meet tomorrow's challenges (Mims et al., 2006, p. 23)" "Tomar las riendas e intentar involucrarnos en un mundo con constantes procesos de cambio es una realidad a la que nos vemos abocados constantemente como docentes. (Soler Costa, 2007, p. 184 )" "La tecnología está entrando a nuestras aulas. De nosotros [docentes]
depende aprovechar las oportunidades que ésta nos ofrece o estancarnos en el tiempo...(Fernández, 2006, p. 415 )" Dra. Patricia Lopez Estrada
Prisca Rodriguez, PhD (ABD)
Maria C. Bonet, MLS What now?

-Approach technology with an open and flexible attitude.
-Technology is a resource.
-No single piece of technology, style, or method is the answer for every challenge in education.
-Teachers should model technology use not just for students, but for other colleagues.
-Collaboration is an important consideration in 21st century technologies.
-Reflect on technology use in the classroom:
*what is the intended purpose of the technology used?
*in what ways could its use enrich the learning experiences of students?
*in what ways does technology allow for meaningful language and literacy enrichment? "Do the best with the best you have."
Violeta Quirós Bonilla Please take a moment to download a QR code scanner app Technology as a way to construct meaning
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