Successfully reported this slideshow.

TPCK: Using IT to develop/improve reading skills


Published on

Published in: Education
  • Be the first to comment

TPCK: Using IT to develop/improve reading skills

  1. 1. Using IT to develop/improve reading skills Dr Paula Hodgson
  2. 2. Intended learning outcomes <ul><li>Develop skills in designing English reading tasks for blended learning through using ICTs; </li></ul><ul><li>Develop a global perspective when they are connected using ICTs; </li></ul><ul><li>Develop critical thinking and reflective thinking skills when discussing and debating innovative practices with technology integration for language learning and teaching. </li></ul>
  3. 3. Technical pedagogical content knowledge TPCK <ul><li>Content knowledge </li></ul><ul><ul><li>Creative writing </li></ul></ul><ul><ul><li>English grammar </li></ul></ul><ul><li>Pedagogical knowledge </li></ul><ul><ul><li>Communicative approach </li></ul></ul><ul><ul><li>Blended approach </li></ul></ul><ul><li>Technological knowledge </li></ul><ul><ul><li>Using Web2.0, e.g. Youtube </li></ul></ul><ul><ul><li>iPad </li></ul></ul>
  4. 4. Reading <ul><li>Oral reading </li></ul><ul><li>Silent reading and comprehension </li></ul>
  5. 5. Oral reading <ul><li>Emphasis on mechanical matters, such as pronunciation with prosody (intonation and stress) and pace (rate and rhythm): practising how to make a speech </li></ul>
  6. 6. Oral reading <ul><li>Purposes: </li></ul><ul><li>Word recognition [word decoding] </li></ul><ul><ul><li>Providing assistance to students with SLD </li></ul></ul><ul><ul><li>Being aware of patterns of words that present difficulties </li></ul></ul><ul><li>Understanding: involving thinking and feeling [comprehension] </li></ul><ul><li>Achievement: </li></ul><ul><li>Oral reading fluency </li></ul>
  7. 7. Hypothesis <ul><li>Practical oral reading with assistance can improve oral reading fluency. </li></ul>
  8. 8. Oral reading fluency (1) <ul><li>Round robin reading, public oral reading without rehearsal </li></ul><ul><ul><li>Issue: </li></ul></ul><ul><ul><ul><li>Time-consuming for individual readings </li></ul></ul></ul><ul><ul><ul><li>Students may feel embarrassed by public display of their incompetence </li></ul></ul></ul>
  9. 9. Oral reading fluency (2) <ul><li>Assisted reading </li></ul><ul><ul><li>Paired reading with a more fluent reader </li></ul></ul><ul><ul><ul><li>Immediate correction of errors </li></ul></ul></ul><ul><ul><ul><li>Time required by the more fluent reader </li></ul></ul></ul><ul><ul><li>With pre-recorded massages </li></ul></ul><ul><ul><ul><li>Practise at student’s own time </li></ul></ul></ul><ul><ul><ul><li>Repeated practice </li></ul></ul></ul>
  10. 10. Approaches used in assisted reading <ul><li>Book buddies BB (Invernizzi et al . 1996; Carbo 1981) </li></ul><ul><li>Readers’ theatre (Worthy and Practer 2002) </li></ul><ul><ul><li> </li></ul></ul><ul><li>cited in Rasinski and Hoffman (2003) </li></ul>
  11. 11. Reading comprehension activities (1) <ul><li>Pre-reading activities </li></ul>
  12. 12. Reading comprehension activities [2] <ul><li>In-class activities: </li></ul><ul><ul><li>e.g. literacy circle ( ) </li></ul></ul><ul><ul><ul><li>Summarizer : prepares a brief summary of “today’s reading”. </li></ul></ul></ul><ul><ul><ul><li>Investigator : digs up one piece of background information on any topic related to the book. </li></ul></ul></ul><ul><ul><ul><li>Literary luminary : locates parts of the text to read aloud to the group. </li></ul></ul></ul><ul><ul><ul><li>Vocabulary enricher : searches for a few especially important words in today’s reading. </li></ul></ul></ul><ul><ul><ul><li>Illustrator : draws some kind of picture related to the reading. </li></ul></ul></ul><ul><ul><ul><li>Discussion direc t or : directs the discussion; helps people to talk over the big ideas in the reading and share their reactions. </li></ul></ul></ul><ul><ul><ul><li>Connector : finds connections between the book and the outside world. </li></ul></ul></ul>
  13. 13. Reading comprehension activities [3] <ul><li>In-class activities </li></ul><ul><li>Write down connection in codes </li></ul><ul><ul><li>Self (pragmatic); text (semantic) </li></ul></ul><ul><li>Act out </li></ul><ul><ul><li>Illustrate sequence of events </li></ul></ul><ul><ul><li>Analyse character traits </li></ul></ul><ul><ul><li>Infer </li></ul></ul><ul><ul><li>Predict </li></ul></ul>
  14. 14. Reading comprehension activities [4] <ul><li>Post-reading activities </li></ul><ul><li>http :// ; </li></ul><ul><li> (Bloom’s taxonomy) </li></ul>
  15. 15. Technology-mediated activities (1) <ul><li>In-class/post-class activities </li></ul><ul><ul><li>Digital literacy circles (video conf./forum) </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
  16. 16. Technology-mediated activities (2) <ul><li>Post-reading activities </li></ul><ul><ul><li>Creating digital story and sharing it at Youtube ) </li></ul></ul><ul><ul><ul><li>Technical steps : </li></ul></ul></ul>
  17. 17. Technology-mediated activities (3) <ul><li>Independent reading activities </li></ul><ul><ul><li>http :// / ; / </li></ul></ul>
  18. 18. Technical pedagogical content knowledge TPCK <ul><li>Content knowledge </li></ul><ul><ul><li>Oral reading </li></ul></ul><ul><ul><li>Reading comprehension </li></ul></ul><ul><li>Pedagogical knowledge </li></ul><ul><ul><li>Assisted reading </li></ul></ul><ul><ul><li>Literacy circle </li></ul></ul><ul><li>Technological knowledge </li></ul><ul><ul><li>Online forum </li></ul></ul><ul><ul><li>Video conferencing </li></ul></ul><ul><ul><li>Windows Media Maker </li></ul></ul><ul><ul><li>Youtube for digital story </li></ul></ul>
  19. 19. References <ul><li>Blum, H.T., Lipsett, L.R. and Yocom, D.J. (2002). Literature circles. Remedial and Special Education , 23(2), 99–108. </li></ul><ul><li>Cumming-Potvin, W. (2007). Scaffolding, multiliteracies, and reading circles. Canadian Journal of Education/Revue, canadienne de l'éducation , 30(2), 483–507. </li></ul><ul><li>Kramarski, B. and Feldman, Y. (2000). Internet in the classroom: effects on reading comprehension, motivation and metacognitive awareness. Educational Media International , 37(3), 149–55. </li></ul><ul><li>Moeller, V.J. and Moeller, M.V. (2007). Literature Circles that Engage Middle and High School Students . Larchmont, NY: Eye on Education. </li></ul><ul><li>Rasinski, T.V. and Hoffman, J.V. (2003). Theory and research into practice: oral reading in the school literacy curriculum. Reading Research Quarterly , 38(4), 510–22. </li></ul><ul><li>Roby, T.Y. (2010). Opus in the classroom: striking CoRDS with content-related digital storytelling. Contemporary Issues in Technology and Teacher Education , 10(1), 133–44. </li></ul>
  20. 20. Web references <ul><li>Reading strategies </li></ul><ul><li> </li></ul><ul><li>Pre-reading activities </li></ul><ul><li> </li></ul><ul><ul><li>Literacy circle </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Digital storytelling project </li></ul><ul><li> </li></ul><ul><li>Making a digital story </li></ul><ul><li> </li></ul><ul><li>Using Windows Media Maker to create a digital story </li></ul><ul><li> </li></ul><ul><li>Accelerated reader </li></ul><ul><li> </li></ul>