Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of Active Learning & ICT

No description
by

Conall O Breachain

on 2 July 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of Active Learning & ICT

Teaching Reading and Writing using ICT
The Role of ICT in Teaching and Learning
The curriculum integrates information and communication technologies into the teaching and learning processes and provides children with opportunities to use modern technology to enhance their learning in all subjects (1999: 29)
ICT has application in the teaching and learning process. For the student growing up in a culture of all pervasive technology, ICT provides new and more exciting and relevant learning opportunities (DES: 2008)
Teaching Reading and Writing using ICT
Movie Maker
Powerpoint
Google Drive
Whether you want to compose a document, create a presentation, or design a questionnaire, Google Drive provides you with the tools to do that on any device and anywhere you are with an internet connection .
We can strive to develop an e-learning culture in our school that will ensure that ICT usage is embedded in teaching and learning across the curriculum so as to enable 'children to function effectively in a changing society and to cope successfully with the demands of modern life'
(PSC: 1999: 10)
Audacity
Session Objectives
To explore the potential of ICT technologies as a means of promoting reading and writing
To introduce the components of an effective approach to teaching literacy with a focus on reading and writing
Analysis of Literature
Assessment
Graphic Organizers
Write a two-page, 12pt Times New Roman, double spaced paper contrasting different views of assimilation in No-No Boy.

No-No Boy: Contrasts on Assimilation

A question that lingers throughout the novel, No-No Boy, by John Okada, is one concerning the state of race relations between Japanese and Americans after the termination of Japanese internment camps. The main point of focus is on assimilation of the Japanese into American culture and is shown in several different lights by different characters and events throughout the book. However, there are three characters whose views on advocating assimilation are based on real feelings as opposed to others whose views are superficial or overstated. Kenji, Emi, and Mr. Carrik are three characters who touch Ichiro’s life in different ways but show three views of advocating assimilation through the text.
Kenji is Ichiro’s wise friend, the one he goes to try and clear things up in his head. It seems that Kenji has something worthwhile for Ichiro in the novel, and that fact plays out until his last words before his eventual death. Kenji’s view of advocating assimilation is one of acceptance and of little or no regret for any loss. Evidence of this the fact that he joined the military to fight for America and then, quite willingly, accepts his car as a gift of reimbursement. There is no perceptible bitterness in Kenji and he seems to accept it willingly. Kenji is the first to make Ichiro think and is the first to present a way of life as a Japanese person in America through assimilation.


A second person who reaches into Ichiro’s life and presents another view of advocating assimilation is Emi. Emi, though she seems to share a pain that Ichiro has, begins to open him up and make him question why he feels as he does. Emi’s view of assimilation is one of complaisant acceptance which seems to be somewhat naive, yet still derived from real feeling. Evidence of this comes from near the ending of the book, where she and Ichiro go dancing. She makes him come up with different scenarios for why the man bought them drinks until he reaches a conclusion that one can just assimilate if others would be “colorblind.”
A third and most advocating is Mr. Carrik. He is a truly positive, good American who wants to offer Ichiro a job, regardless that he is Japanese. Mr. Carrik is a realist and knows that America couldn’t go back to how it was before the internment camps (unlike Dr. Brown) but has optimism for change. What is most important is that he tries most to understand how Ichiro feels. His has a more positive view of assimilation which doesn’t force ideals on people but reaches them, where they are at and for who they are—what they really feel. Although Ichiro turns offer down, the experience leaves him to live by his own feelings not others’ ideals.
The three characters mentioned above all convey different ways and extents to which assimilation should be accepted. The important fact of all of them is that they derive from real feeling and not superficial, manufactured ideals. This suggests that the book No-No Boy advocates assimilation that is not without though and that is not without the real feelings of the people assimilating.
or...
Create a Prezi to share your understanding of contrasting views of assimilation that occur within No-No Boy. Please be sure to include video clips, images, and textual citations to support your ideas.
Word Maps/Charts
obstreperous:
Adjective, definition: resisting control or restraint in a difficult manner
Synonyms: boisterous, uncontrolled
Antonyms: obedient, calm
Exerpt from "Oh the Places You Will Go" by Dr. Seuss

You’ll get mixed up, of course, as you already know.

You’ll get mixed up with many strange birds as you go.

So be sure when you step. Step with care and great tact

And remember that Life’s a Great Balancing Act.

Just never forget to be dexterous and deft.

And never mix up your right foot with your left.
You’ll get mixed up, of course, as you already know. [A]

You’ll get mixed up with many strange birds as you go. [A]

So be sure when you step. Step with care and great tact [B]

And remember that Life’s a Great Balancing Act. [B]

Just never forget to be dexterous and deft. [C]

And never mix up your right foot with your left. [C]
A rhyme scheme is the pattern of rhyme between lines of a poem or song.
Skill in performing tasks, especially with the hands
Other Ideas:
Concept Map
Timelines
Flow Charts
KWL
Character Map
Nick Carraway
narrator
Some relationships in
The Great Gatsby
Jay Gatsby
neighbors
Daisy Buchanan
cousins
loves
Tom Buchanan
married
Jordan Baker
friends
romantic
No-No Boy
BY JOHN OKADA
http://www.goldsea.com/Personalities/Pigs/okadaj.html
http://www.goodreads.com/book/show/129910.No_No_Boy
Kenji, Emi, and Mr. Carrik are three characters who touch Ichiro’s life in different ways and they show three different views of advocating assimilation through the text.
Kenji
Emi
Mr. Carrik
Kenji’s view of advocating assimilation is one of acceptance and of little or no regret for any loss. Evidence of this the fact that he joined the military to fight for America and then, quite willingly, accepts his car as a gift of reimbursement.
Here's an audio clip of the play based on this book.
(Adapted by Ken Narasaki and directed by Alberto Isaac)

How would you feel if you were asked these questions?

How can we understand Kenji's character in a different way by listening to this portion of the play?
Emi’s view of assimilation is one of complaisant acceptance which seems to be somewhat naive, yet still derived from real feeling.
However
She makes him come up with different scenarios for why the man bought them drinks until he reaches a conclusion that one can just assimilate if others would be “colorblind.”
"Color Blindness" Today
http://www.iexaminer.org/editorial/color-blindness-racism/
Color blind racism?

This is an article I found online by Lary Yu that brings up the idea of color blindness and whether it isn't just a new form of racism today. What do you think?
What is most important is that he tries most to understand how Ichiro feels. His has a more positive view of assimilation which doesn’t force ideals on people but reaches them, where they are at and for who they are—what they really feel.
(quote pg...)
(quote pg...)
(quote pg...)
Skill in performing tasks, especially with the hands
skillful performance or ability without difficulty
ICT offers the child a motivational context for his or her engagement with content and thus serves as a powerful stimulus for the child's talk about his or her learning experiences (NCCA: 2004: 5)
Presentation of Writing

Report writing
Procedural Writing
Explanation writing
Planning for Writing
Narrative
Recount
Persuasive
start
B I G
don't forget
practice makes
perfect
don't
get
too
crazy
Learning happens through the use of serialized images and videos that are combined with voice or text
Storyboarding
Scripting

Characterisation
Reading
Writing
Speaking and Listening
Reading and Writing in a number of Genres
Recording Focus Groups
Make every book a BIG book!
Presentation of any form of writing with illustrations
Find and edit powerpoints online
Incorporating the Language Experience Approach - Use powerpoint to create 'Class Books'
Design a quiz - Self Assessment Tools
Modelled reading
Repeated Reading
Assisted Reading
Focus on phrasing
Developing Fluency
Motivation
Attitude
Vocab
Comprehension
Self-assessment of reading
Creating audio-books for/with the children
Crucially google drive facilitates easy sharing and promotes collaborative learning, enabling students to work on pieces of writing and projects together.

Google drive also faclitates both teacher and peer-assessment
It also makes data gatherng as part of the School-self evaluation process much easier!
ICT can extend and elaborate the possibilities for collaborative learning in providing opportunities for children to construct knowledge collaboratively when working together on tasks (NCCA: 2004: 6)
And a host of other useful websites and online applications for promoting writing and reading!
Full transcript