Various authors have received credit for the observation that it took twenty years for the overhead projector to move from the bowling alley to the classroom. Since the popularization of the personal computer, though, new technologies and related initiatives have begun arriving with alarming frequency: Chrome books, iPads, BYOD, one-to-one capacity, SMART boards, Promethean boards, web 2.0 tools, student response systems, and so many, many apps. In an effort to remain current, many teachers may find themselves in a classic tail-wags-dog scenario; their curriculum is driven by the technology, when it is the technology that should support the curriculum. During this seminar, teachers will receive instruction in how to use digital tools to support and enhance their reading, writing, speaking, and listening instruction.

English language learners and children with diagnosed learning disabilities represent two of the fastest growing subgroups in North Carolina classrooms. This seminar will bring together ELL and EC teachers with experts in the fields of language acquisition, learning disabilities, and leadership capacity. Teachers will be provided with knowledge and skills to improve their students’ reading, writing, speaking, and listening skills. In addition, they will be challenged and supported in addressing systemic or philosophical issues that impact these skills: levels of parental engagement; balancing acculturation with respect for cultural origins; levels of tolerance among faculty and students outside these populations; and understanding and responding to legislation aimed at special populations. Participants are encouraged to come with an action-research project already in mind.

Educational pundit E.D. Hirsch has suggested that, at its core, every test is a vocabulary test. We learn to read and write to make sense of and communicate about everything we encounter. When students write about what they see, they engage with the material in an intentional manner. When they have interesting experiences, they write more and with more energy. Join us as we investigate ways of incorporating the North Carolina State Essential Standards in Science with appropriate reading and writing activities all aimed at strengthening our students’ facility in both areas. Taking advantage of the numerous ecosystems in close proximity to the center, we will use literacy activities to enhance our engagement and understanding of several field activities. Teachers will have the opportunity to adapt the activities to their local ecosystems and students’ literacy levels. This seminar is primarily targeted at pre-K through 3 teachers but is appropriate for all grade levels.