At the same time, be aware that even those with wide exposure at home happily use other objects to represent such devices during play; for example, a block may stand for a smart phone: Do you want mushrooms or hot peppers?
Resources and technical assistance centers Millions of youth lack the literacy skills they need to succeed in postsecondary education and the workplace, and the trajectory of achievement in secondary schools for struggling, reluctant, or English language learners point to this as a continuing need.
Students labeled as 'struggling' are generally considered to be two or more years behind grade level expectations. Two-thirds of secondary students with LD are reading three or more grades levels behind.
Twenty percent are reading five or more grade levels behind. The topic has attracted the attention of educators, service providers, researchers, and policymakers alike as a key to ensure that youth have the skills and knowledge necessary to succeed in 21st century postsecondary education and the workplace.
Researchers have documented what works and best approaches for reading and content area instruction for secondary youth and returning young adults. This Tech Works Info Brief taps into the findings of the research on adolescent literacy and suggests ways technology tools can support the teaching and learning process and promote independence.
Technology can be a tremendous benefit to differentiating instruction and supporting learners' success with literacy tasks in career training.
Used strategically, technology tools can support individualized needs while supporting instruction of a shared, core curriculum. Students with LD will most likely not be prepared to use many mainstream tools as learning supports, however, as "far too few" K students with LD are using technology in the classroom.
A handful of big ideas in adolescent literacy research should inform how school and alternative programs approach this topic and plan programs for youth and professional development for their instructors.
These ideas indicate that programs and instructors should pay particular attention to: Background knowledge and vocabulary Youth who struggle with academics, including those with LD, will likely benefit from focused attention on their background knowledge and vocabulary as part of literacy instruction.
Pre-teaching and making explicit the background knowledge and vocabulary assumptions needed for success in a training program are keys to helping youth engage the material thoughtfully.
This is especially true for students who are English language learners ELLs ; even if their oral English is quite proficient, the content areas and specific job-related vocabularies are often completely unfamiliar.
Learners with LD need explicit, multisensory instruction that helps them connect new vocabulary with the sounds and spelling patterns, and many opportunities to use and hear new words in context. The youth population in the United States is multi-lingual, multi-cultural, and multi-ethnic, and becoming more diverse each year.
Students represent a wide range of abilities, educational experiences, and literacies. How can technology support learners? Electronic references such as dictionaries, thesauruses, encyclopedias.
Definitions, translations, and explanations are now a click away. Identify dictionaries and other online tools to use in the program, teach their use, and expect students to use them to develop their vocabulary skills. Look for tools with text to speech to read the word, read the definitions, and support word study.
If classrooms are not equipped with Internet-ready computers, consider purchasing handheld dictionaries with many of the same features and encourage students to get their own and use them. Have students sign up for a word of the day e-mail or text message to receive on their own cell or smart phones.
Video supports, how-to diagrams and animated illustrations. Visuals are a fantastic tool for building background knowledge, especially for ELL learners.EURASIA Journal of Mathematics, Science and Technology Education is peer-reviewed and published 12 times in a year.
Research comprises "creative and systematic work undertaken to increase the stock of knowledge, including knowledge of humans, culture and society, and the use of this stock of knowledge to devise new applications." It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories.
CONFERENCE YEAR website maintained by LOCAL WEBMASTER CONTACT PERSON and Brad Sietz. website maintained by LOCAL WEBMASTER CONTACT PERSON and Brad Sietz. Preschool teachers can use technology to enhance children's natural curiosity.
Not sure how to make this happen? Take a look at what technology in . They supply five ways for teachers to use technology to help students in the future. Five Ways Teachers Can Use Technology to Help Students Schools must use technology that empowers.
Lead with content. Engage with digital. That’s the hallmark of Discovery Education Techbook. Standards-based with content that is relevant and dynamic, Techbook helps teachers differentiate and improve achievement with easy-to-use tools and resources.
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