2nd batch of articles

Coogan, P (2000 October 2). The Technology-infused English classroom. International
Electronic Journa , 4, Retrieved Nov. 16, 2007, from
http://www.acs.ucalgary.ca/~iejll/volume4/Coogan/

This article outlines the minimum code for a technology infused English classroom. It then presents a series of scenarios in which teachers and students utilize technology to enhance the learning process. Finally, Westside Elementary School in Hood River, Oregon and Tahatai Coast School, in New Zealand are used as case studies to explore the teacher development processes which are a necessary precursor to the technology infused school and technology enhanced learning.

Kumar, Muthu (2004, Sept). Learning with the Internet. New Horizons for Learning,
Retrieved Nov. 16, 2007, from
http://www.newhorizons.org/strategies/technology/muthukumar.htm

This article is about how using the internet can help with student learning. It explains how the internet can be a useful tool, but teachers need to be careful because their is so much information out there, they need to guide the students as students may not know the differences between an authentic site and sites that contain biased information. It also explains how it is becoming more and more important for students to be able to know how to find information on the web quickly.

Erekson, T. and Shumway, S. (2006).Integrating the Study of Technology into the
Curriculum: A Consulting Teacher Model. Journal of Technology Education. 18,
27-38.

An article about the different ways there are to use technology as a tool in teaching students. This article discusses how technology is in every facet of out lives and we need to incorporate it into our curriculum if we want to help students learn. We also have to realize that technology is something that needs to be intergraded into every subject. There are five different models for integrating technology discussed in this article: the stimulation model – teachers making simultaneous reference to ties between the courses, the braided model – content from varies disciplines viewed as strands and woven together throughout the lessons, the topical model – focusing on one topic for the year across all disciplines, the unified model – Two or more teachers from different disciplines working together, and the full interdisciplinary model – merging content from two or more disciplines fully.