LiteracyAndTech-Maureen

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=How can reading/literacy teachers create an atmosphere where technology is actively employed in the classroom, while still making sure the students are learning what is required of them? =    Why is an awareness of this topic important?  Throughout this semester, we have been familiarizing ourselves with the different types of technologies that can enhance our classrooms across the curriculum. Children are growing up more aware and more familiar with technology than any previous generation has. It is important for teachers to recognize this fact and be able to use these technologies for the benefit of our students. This inquiry project, however, focuses on the specific areas of reading and literacy skills. There is not a ton of research out in this area, but from the studies that have been conducted and published, teaching/supplementing reading with the use of technology might prove to be useful in the coming years. As elementary school teachers, we will most likely be in charge of teaching all of the curriculum's subjects to one class,. However, none of these subjects can really be mastered if students do not have basic literacy skills. The way teaching these skills has been executed before was through books, drills and worksheets. Students were required to be self-motivated to acquire these skills, and even more so if the teacher had no idea of how to engage the students an get them interested in learning. Reading and literacy skills do not end with one being able to recite the written words on a page or retell something that they have been told. Literacy is achieved when students are able to receive/explore new knowledge and articulate that knowledge in new, creative ways; basic and advanced comprehension. As technology becomes a more ubiquitous force in the lives of children (and our soon-to-be students), it is imperative that teachers be aware of the benefits of using these different technologies to help enhance the learning experience of these children. Through technological programs, all types of skill and expectations are being met and reinforced at once.

Personal Connections to this topic ...

From the time I was in elementary school until now, reading has been my passion and technical writing has been my favorite thing to do. I decided not to teach these subjects, however, because I felt like I would not know how. These skills seemed to come naturally to me. I was always at a loss as to how I would help engage students in a subject that no one really engaged me in. How could I teach students to learn and love reading if they already hated it? How could I teach something that came naturally to me? All of these questions, and more, ran through my mind as I faced the task of selecting an area of specialization. As I began to research this topic, some of my questions turned into revelations. The skills I thought came naturally were really taught to me. I learned to love these subjects because my teachers found ways to make them relevant to my life; they found ways to engage me. Granted, my engagement was not fostered through technology, as it was not as popular in public school systems during that time, but I was engaged nonetheless. I do not owe my achievement in skill performance and comprehension to drills or mundane “practice,” but to real life experiences given and controlled by knowledgeable teachers in innovative ways. The research I have conducted for this inquiry project has helped me realize that it is possible to teach the subjects that I love. I have found simple technologies that my students will, more than likely, already be familiar with to supplement daily instruction. If my students are not familiar with a particular technology being employed, it may work even better in my favor because they will be eager to learn how to use, not only for the activities’ sake, but for their own personal use later.

How can I use technology to enhance my reading/literacy classroom?

There are many great, fascinating ways to implement technology into your reading classroom. The following suggestions are likely to engage the students and create an atmosphere where work is no longer a daunting task but an opportunity to explore and let creativity reign! · Webzines – electronic adaptations of a magazines Webzines are a great activity to employ in a reading/literacy classroom because the students will have the opportunity to put into practice the things they are learning. Most students are familiar with magazines, and if they aren’t, this would be a great opportunity to introduce them to magazines. It is important to mention that webzines are geared more toward upper elementary and middle school classrooms and the comprehension skills required for this type of task are relatively advanced. Creating a webzine may seem simple on the surface, but it actually requires a ton of skills. Students would first have to become familiar with magazines, the types of writing featured in magazines (e.g. short articles, stories, etc.), types of advertisement, pictures, etc. In order to do this, students would have to read magazines. I know from experience that in Florida’s fourth grade curriculum, there are several magazines that supplement the curriculum textbooks. These can be used as models for the students to familiarize themselves with. Once students are ready to begin building their webzines, the teacher can take this activity in many different ways. Each student could create their own webzine, or the activity can be divided into groups or even serve as a class project. It is beneficial, though, in any way the teacher organizes it because all of the students will eventually serve as writers, editors, and picture finders/drawers. All of these roles emphasize important aspects and standards of elementary/middle school reading/literacy, even language art’s classrooms.

·  Online games and supplemental activities Gaming is a huge part of children’s lives. Not every child plays outside anymore, but for most students who have internet access, or even a gaming system, video/computer games are a sure way to capture their attention. Why not use them in the classroom as well? There are great websites that offer useful supplemental activities for students to engage while inside and outside of the classroom. Such websites include but are not limited to the following: BBC Skillwise - Reading Readquarium I Know That RIF Reading Planet  ·  Electronic book (eBook) readers <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">For the younger students and even emergent readers, eBook readers can be a wonderful resource. Students can use the eBook readers (with headphones) to practice reading comprehension and skills. The students can follow allowing with the reader and the story is being read to them. This allows the teacher the opportunity to provide help to other students while those in need of extra assistance still receive what they need.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 15pt;">Pros and cons to using technology to help teach reading <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 15pt;">Other Interesting Information
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Pros || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Cons ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Piques students’ curiosity || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">May require more preparation on part of teacher ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Actively engages students || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Grading may be more time consuming ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Offers ability to provide comprehensive skill coverage within one creative context || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Must be familiar with technology in order to run activities efficiently ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">May enhance communication skill || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;"> ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Enhances comprehension skill || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;"> ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Fosters critical reading and thinking skills (inquiry based learning) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;"> ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Provides a fresh atmosphere in comparison to conventional reading classrooms || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;"> ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Develops technology (internet) literacy || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;"> ||

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<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 15pt;">Conclusion

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">This project has informed me of many technologies that are available to assist teachers with literacy and reading instruction. I have been exposed to the benefits and potential risks of using technology in my reading classroom, but I must say that the pros far outweigh the cons. I could see myself using a lot of these technologies and I hope that after looking through this inquiry project, you will too.

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 15pt;">Additional Resources

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Baker,E.A. (2003). Intergrating literacy and technology: Making a match between software and the classroom. //Reading and Writing Quarterly, 19,// 193-197

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Eagleto, M. B. & Hamilton, M. D. (2001). New genres in literacy: Classroom webzine projects. //The New England Reading Association Journal, 37(3),// 32-40.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> Gillette, Y. (2006). Assistive technology and literacy partnerships. //Topics in Language Disorders, 26(1)//, 70-84

Integrating Technologoy into the Reading Classroom http://www.pmsd.k12.pa.us/staff/craig/techint/reading.htm

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">McKenney, S. & Voogt, J. (2009). Designing technology for emergent literacy: The PictoPal initiative. //Computers & Education, 55(4),// 719-729.

Owens, R.F., Hester, J. L. & Teale W. H. (2002). Where do you want to go today: Inquiry based learning and technology integration. //The Reading Teacher, 55(7),// 615-625.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> Power, T. & Thomas, R. (2007). The classroom in your pocket. //The Curriculum Journal, 18(3),// 373-388

Rose, D. (2004). The role of technlogy in the guided readin gclassroom: Apprenticeships in reading and writings. Scholastic, Inc. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">