The Impact of Technology on Learning

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The Impact of Technology on Learning
Sharif Omar
Nova Southeastern University
EDU 708

Dr: Bonnie Ronson

IMPLEMENTATION PLAN, MATIRIX AND EVALUATION
 
 
 
 
 
 
 
 
 
 
 
 
 
Implementation Matrix

Weeks Teacher Tasks Materials Teaching Strategies (What will the teacher do?) Learning Activities (What will the students do?) Evaluation Strategies
Prior to implementation: Review data and identify target students. Data, computer, printer, graphic organizers, and power point      
Week 1:   assessment Assemble results of Statewide Assessment and FAIR Testing Desktop computer, printer, paper, graphic organizers and student data results sheets. Compile Testing and Assessment Data on students. Complete reading interest inventories with students in target group. Students will complete reading interest inventories as a self-assessment measure. Place all data results onto an Excel Spreadsheet for each of use.   Compile results of interest inventories in order to gather needed reading materials for CWPT.
Week 2: Objective #2 Implementation of CWPT Program with target student class Gather needed materials for the CWPT and begin instruction on procedures for CWPT. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Instruct classes on procedures of CWPT. Place students in pairings for the CWPT.  Distribution of student composition books and reading materials for use during CWPT study period.  Teacher will keep anecdotal records of student behaviors and reading attitudes. Rehearsal of procedures for CWPT and beginning of CWPT. Students will complete initial writings in composition books. Teacher observations and corrections of procedures with students.  Teacher interviews of students to assess initial attitudes on in class reading instruction. Anecdotal record keeping to measure levels of competing behaviors.
Week 3: Objective #2 Implementation of CWPT Program with target student class. Continue to gather materials for student use in class. Assemble needed record keeping materials. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Continue to monitor students during tutoring sessions.  Make adjustments to student pairings as needed to improve the tutoring experience.  Ensure student completion of written assignments coinciding with tutoring program.  Continue with anecdotal records of behaviors and attitudes.  Make changes to the text being used with the student pairings based on student needs. Students get into tutoring pairs, assemble needed materials and continue with CWPT. Teacher observations and corrections of procedures with students.  Changes to students pairing as needed based upon behavioral observations.  Teacher interviews of students to assess and measure changes in student attitudes during CWPT.  Anecdotal record keeping to measure levels of competing behaviors.  Assess written samples in composition books to assess needs for further instruction based.
Week 4: Objective #2 Implementation of CWPT Program with target student class Continue to gather materials for student use in class. Assemble needed record keeping materials. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Continue to monitor students during tutoring sessions.  Ensure student completion of written assignments coinciding with tutoring program.  Continue with anecdotal records of behaviors and attitudes.  Make changes to the text being used with the student pairings based on student needs. Students get into tutoring pairs, assemble needed materials and continue with CWPT. Teacher observations and corrections of procedures with students.   Teacher interviews of students to assess and measure changes in student attitudes during CWPT.  Anecdotal record keeping to measure levels of competing behaviors.  Assess written samples in composition books to assess needs for further instruction based on student needs.
Week 5: Objective #2 Implementation of CWPT Program with target student class Continue to gather materials for student use in class. Assemble needed record keeping materials. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Continue to monitor students during tutoring sessions.  Ensure student completion of written assignments coinciding with tutoring program.  Continue with anecdotal records of behaviors and attitudes.  Make changes to the text being used with the student pairings based on student needs. Students get into tutoring pairs, assemble needed materials and continue with CWPT. Teacher observations and corrections of procedures with students.  Teacher interviews of students to assess and measure changes in student attitudes during CWPT.  Anecdotal record keeping to measure levels of competing behaviors.  Assess written samples in composition books to assess needs for further instruction based on student needs.
 
 
 
 
 
 
 
 
 

Chapter 4: Evaluation Plan
The best to know whether the project is successful is by creating a certain predictable routine in your class. The best procedure for doing this is by starting each day by taking the attendance, and making various announcements. One should also ensure that students understand more than they can pronounce orally (Echevarria, Short, & Powers, 2006). One should look for other ways of making the students can read and write what they can say. Abundant oral practices should be availed to the students so as to enable them to make the first step of creating language. If the students are not able to orally produce an idea, they will thus not be able to write it. Students will always be able to write only that which they can speak. The best readers and writers are those who have got the highest level of spoken language. This can only be attained by encouraging students to study hard using modern technology equipment like computers. If a students’ performance in all subject improves, the model is successful and vice versa.
Conclusion
The English language is one of the subjects that highly require many activities that are integrated. Learners need their attention to be drawn to major concepts and vocabulary in context so that they can be able to see the connection. Teachers need to emphasize on the main vocabularies and other concepts so create an excellent opportunity for the student to student interaction (Genesee, Lindholm-Leary, Saunders, & Christian, 2006). Teachers also need to keep on reminding their students of the objectives of the lesson as this is the best way to enhance the model. The overall result of following these instructions is teachers having students who can freely develop their academic language proficiency and then support the autonomy of the learner in other subjects that have got high demands for The English language like science
The model also helps students in other subjects as they can read and understand the content. Sciences and mathematics courses will be better applied in real life situations due to better understanding. Students will also be able to invent their technological equipment that will help in other sectors of the economy like communication and transport. It is, therefore, evident that the usage of technology in learning has got a significant improvement in not only performance of the student in class but also in the society as a whole. Parents, teachers, students and the government should, therefore, join hand to encourage its usage in learning. Technology has improved learning due to increased understanding, saving time and higher speed of syllabus coverage.
 
 
 
 
 
 
References
August, D., & Shanahan, T. (Eds.). (2006). Developing litera­cy in second-language learners:           Report of the National Literacy Panel on Language-Minority Children and Youth.           Mahwah, NJ: Erlbaum.
Baumann, J., Kame’enui, E., & Ash, G. (2003). Research on vocabulary instruction: Voltaire    redux. In J. Flood, D. Lapp, J. Squire, & J. Jensen (Eds.), Handbook of research on          teaching the English language arts (2nd ed., pp. 752-785). Mahwah, NJ: Erlbaum.
California Department of Education. (2004). Statewide Stanford 9 test results for reading:    Number of students test­ed and percent scoring at or above the 50th percentile rank­ing.           Retrieved February 23, 2004, from http://dq.cde.ca.gov/dataquest/
Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An       instructional model for English language learners. Journal of Educational Research,          99(4), 195-210.
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English    learners: The SIOP model. Boston: Pearson/Allyn & Bacon.
Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). Educating English   language learners: A synthesis of research evidence. New York: Cambridge University       Press.
Lee, J., Grigg, W., & Donahue, P. (2007). The nation’s report card: Reading 2007 (NCES 2007-    496). Washington, DC: U.S. Government Printing Office.
Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. Mosenthal, P. D.          Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269-284).            Mahwah, NJ: Erlbaum.
 
 

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