Staff

J. Beyersdorfer, Ed.D.

Program Description

Use of Technology for Instruction

Students are Riley have access to a 30 station iMac Technology Resource Center, a 30 station Mac Mini research lab in the Library Media Center, and mini-labs in the DK/Kindergarte and special educaiton classrooms. Workstations are also available in the first through fifth grade classrooms. WiFi is available throughout the building and the wired network is available in the classrooms, Library Media Center and the Technology Resource Center.

The labs offer convenient access for all students in a class to internet resources including the Riley website, productivity software (Microsoft Office, Pixie 2, Clicker 5, and the iLife Suite) in addition to a few educational games. The Riley web site is increasingly used to electronically deliver curriculum materials and assignments to students. Sites on the World Wide Web provide students with access to information that is pertinent and helpful to their current study. Topics are identified by the instructors, sites are located and links created on the Riley site, and an assignment is prepared to guide students as they learn how to responsibly and efficiently use the WEB as a research tool.

Instructional Technology Curriculum

The technology curriculum for students in grades one through five presents goals and objectives for computer literacy, keyboarding, word processing / publishing, multimedia presentations, and Internet safety and research. Students at every grade level gain experience within each curriculum area during the tri-mester class sessions. In addition, students build knowledge and competency using technology tools for learning at the classroom workstations. Further, classroom instructors, special program teachers, and other staff members integrate technology into content area instruction using the Technology Resource Center's internet connection and lab setting.

Computer Literacy

These skills include an understanding about the knowledge and the skills to efficiently use a computer, an awareness regarding the setup of the computer desktop, and the ability to navigate among the hard drive, student data disk, servers, files, folders, and documents to specific locations.

Keyboarding

Students begin by learning the location of the letter and non-alpha keys used in word processing. Speed and automaticity are developed as students practice their key boarding skills using a typing program.

Word Processing/Publishing

Beginning with word lists, sentences, and short paragraphs students use a word processing program as they respond to the demand for information presented in electronic formats. As their word processing knowledge and their keyboarding skills increase, students prepare longer documents and those that require a more sophisticated use of the functions and features of the word processing programs available.The tools of word processing such as the spelling checker and the thesaurus are used to prepare texts that communicate clearly and accurately. As students prepare their work for publication, they analyze and make choices about document design including the appropriate selection of fonts, styles, clip art, and layouts.

Hypertext and Multimedia Presentations

These are electronic texts with multiple paths for the reader to travel and which contain sound and graphic elements. Increasingly they also permit students to incorporate links to the World Wide Web as a means of elaborating upon the content and expanding the resources for the reader. These also require that the author use the knowledge of text structure and the ability to plan for a the presentation of longer more detailed information. The skills which students are acquiring as they work with keyboarding, word processing, and document design are integrated into the planning and development of multimedia presentations.

Communications--Podcasting, Wikis and Blogs

Podcasting, wikis and blogs are used to enhance the academic program, Students incorporate their voices with text and graphics to share their questions and knowledge by producing podcasts and wiki's. Teachers can communicate with parents and students using blogs. Students do not have individual e-mail accounts through the district, but they can participate projects using school or classroom accounts.

July, 2010