My district is looking into iphones to keep up with the kids and what they 
consider the real future of technology.  Anyone else experiencing this?

-----Original Message-----
From: Bill IVEY <[email protected]>
Sent: Saturday, February 21, 2009 11:49 PM
To: [email protected]
Subject: [LIT] technology and literacy

Hi!

I am coming to the belief that it is less important to teach a specific
piece of technology than it is to teach students how to choose the
appropriate tool in technology for different purposes. While I work out
how to go about teaching that (any ideas would be most welcome!), I can
take some comfort that I am at least choosing tools wisely (as near as I
can tell!) in my own classes and serving to some extent as a model.

Blogs: Readers Response Journals, and the Online Poetry Slam run by this
group - the format of student entries with others commenting serves the
purpose of these two activities well.

Wikis: Writing Resources wiki in earliest stages of development. A private
wiki where my school and The Children's Storefront have been joined by
three other schools in a web-based classroom exchange, to teach reading
and writing skills as well os positive behaviors in something resembling a
social networking context.

Skype: videoconferencing with The Children's Storefront and, hopefully,
other schools on the wiki-based exchange, to add voice and facial
expressions to the on-screen words and deepen connections between students.

Email: distribute homework assignments to full class via school-based
email and store a copy in a class folder. Our current project is
scriptwriting, and these daily updates help keep us focused and moving
forward, and serve as a record of any consensus we may reach in a given
class.

Zoomerang: follow-up surveys to certain class discussions to determine new
directions for the script.

What use are you making of technology in your classes? What ideas do you
have about teaching students to choose the appropriate tool for the job?

Take care,
Bill Ivey
Stoneleigh-Burnham School



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