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  1. 1. Technology to Improve Literacy inElementary School<br />Patricia Hutton<br />LA consultant<br />CMSCE at Rutgers<br /><br />908-757-2751<br />
  2. 2. Agenda<br />Definitions<br />Rationale<br />Technologies to support reading<br />Independent exploration/sharing<br />Break<br />Technologies to support writing/research<br />Expressive technologies-podcasts, blogs, wikis<br />Independent exploration/sharing<br />Break<br />Collaborative technologies<br />Additional technologies<br />Ideas for using technology<br />Challenges/concerns<br />Questions<br />
  3. 3. Just What is Literacy in the 21st Century?<br />Information Literacy: access and use information, analyze content, work with ideas, synthesize thought, and communicate resultsNew Literacy: solve genuine problems and transfer informationComputer Literacy: word processors, spreadsheets, databases, and presentation and graphic softwareCritical Literacy: critical thinking to discern meaning Media Literacy: access, understand, analyze and evaluate the images, words, and sounds<br />
  4. 4. Why Use Technology??<br /><ul><li>active learning•problem-based learning, collaborative learning
  5. 5. student-centered learning• access to the "best resources" •increased interaction •combination of learning styles•promotes life-long learning•critical, reflective learning•instant feedback •opportunity for participation by all students•learning is fun</li></li></ul><li>Computers can:<br />• present information and activities to<br />students<br />• assess students’ work<br />• respond to students’ work <br />• provide scaffolds-wordpronunciation and definitions to help students read successfully<br />
  6. 6. Presenting Information<br /><ul><li>Any type of auditory or visual materials—speech, text, music, animations, photographs, or videos—alone or in combinations.
  7. 7. Link pictures with sounds, oral readings with written text, videos with subtitles, or any other combinations
  8. 8. Provide flexibility- speed of speech, read aloud, choose language, or repeat the presentation-phonemic awareness practice, phonics lessons and drills, fluency practice, vocabulary instruction</li></li></ul><li>Assessing<br /><ul><li>Variety of inputs - mouse clicks , written text, spoken words, touch screens, special keyboards, and singleswitch devices
  9. 9. Can check work for accuracy
  10. 10. Record, organize, and report information in different formats
  11. 11. Record and report performance to track student progress
  12. 12. Informed instructional decision-making</li></li></ul><li>Scaffolding<br /><ul><li>Like training wheels for a bicycle
  13. 13. A student with limited phonics skills or vocabulary - an online dictionary pronounces word and displays
  14. 14. Students who have difficulty chunking sentences- highlight text in meaningful chunks to provide models
  15. 15. A child weak in comprehension strategies -guided to ask and answer questions, create concept maps, or check his or her own understanding while reading on-screen text
  16. 16. Individualized, responsive scaffolds</li></li></ul><li>Questions to Ask BeforeUsing Technology<br /><ul><li>Is the technology better than other approaches? What risk is involved?
  17. 17. Is it worth the change?
  18. 18. Can the results be easily observed?
  19. 19. How consistent is technology with the experiences and needs of the users?
  20. 20. Is the technology easy to understand, use, and maintain?
  21. 21. Can it be explained to others?
  22. 22. Can the innovation be tried out? If we don't like it can we try something else?</li></ul>Are you using technology just for the sake of using it or does it enhance student learning?<br />
  23. 23. Technologies to Support Reading<br />Audiobooks- promote interest in reading and improve comprehension<br />Electronic Books and Online Texts-presented visually -definitions of words or background information on ideas, and illustrations , modifiable and enhanceable with embedded resources <br /> Online texts-free online reading materials- books, plays, short stories, magazines, and reference materials-contain hypermedia—links to text, data, graphics, audio, or video , additional information on concepts, illustrations, animations, and video<br />Electronic Talking Books-provide embedded speech- a digitized reading-increase motivation -promote basic word recognition - glossary entries, explanatory notes, and simplified rewordings <br />Programmed Reading Instruction-software programs, computer-assisted instruction-skills-based instruction -letter recognition to phonics instruction to vocabulary building- voice-activated reading software <br />Project LISTEN<br />
  24. 24. Phonemic Awareness<br /><ul><li>Computer-based drill programs using digitized speech
  25. 25. Software that can analyze students’ responses and individualize the practice
  26. 26. Multimedia capabilities to link sounds and letters
  27. 27. Computer-based games such as rhyming games, designed for two or more
  28. 28. children to play</li></li></ul><li>Phonics Instruction<br /><ul><li>Software to provide direct instruction and drills on letter sound correspondences
  29. 29. Software that can analyze students’ responses and individualize instruction and practice
  30. 30. Software combining multimedia capabilities to link sounds and letters
  31. 31. Multimedia and hypertext to scaffold phonics within context of stories
  32. 32. Talking word processors to link writing and phonics</li></li></ul><li>eBooks<br />• provide a model of fluent oral reading<br />• provide on-demand or automated help in decoding <br />• provide visual highlighting of phrases<br />• allow beginning readers to tackle more varied and challenging texts <br />• provide recording and analysis tools to assess<br /> fluency<br />provide speech recognition tools<br />There's a Crocodile in Our Pickle Jar<br />
  33. 33. Vocabulary<br /><ul><li>online, interactive vocabulary lessons- engage students, provide feedback, individualize instruction, and keep records</li></ul>• online dictionaries, thesauri, and encyclopedias, with speech capabilities<br />• online texts with hyperlinks that give definitions of words and further information about key ideas <br />
  34. 34. Comprehension<br /><ul><li>Software scaffolds -decoding, vocabulary, and comprehension strategies.
  35. 35. Software tools to create graphic and semantic organizers and summaries
  36. 36. Software to present explanations of strategies, models of their use, guided practice, and opportunities for student application
  37. 37. E-books and hypertext capabilities-scaffold phonics, vocabulary, and fluency
  38. 38. Software for collaborative work with comprehension strategies</li></li></ul><li>Say Say Oh Playmate<br /><ul><li>Neighborhood Overview-given their assignment of teaching clap-routines to two young neighborhood girls.
  39. 39. Reconstruct Lyrics Area- reconstructing the entire lyrics to song
  40. 40.  Create Clap-routine Area-construct the correct clap-routine sequence
  41. 41. Girls’ Performance Area-the two animated characters perform the routine
  42. 42. Write a New Song Area-create an original clap-routine -choose an existing clap-routine as a template
  43. 43. Record a Song Area- singing their original song
  44. 44. back to the Construct a Clap-routine Area- create an original clap-routine for their song
  45. 45. able to print out clap-routines to share, publish their clap-routines to a Say Say Oh Playmate website and download clap-routines  </li></li></ul><li>Technologies to Support Writing<br />Word Processing-allows many students to write and edit their work more easily-improve the quality -promotes collaborative writing<br />Desktop Publishing -students learn to format text, plan layout , insert charts and graphics, and produce a professional-looking final copy<br />Multimedia Composing- insert images, sounds, and video-self-expression -support for reading and writing skills.<br />Online Publishing-motivate student writing- Class web pages display student assignments and extracurricular writing. The Collaboratory Project<br />online magazines and educational organizations -The Young Writers Club, and International Kids' Space. The World of Reading -book reviews from children<br />Internet-Based Communication-electronic mail (e-mail), electronic bulletin boards, and e-mail lists- with peers, adults, or experts-online penpals (e-pals or keypals). ePals<br />Interactives<br />
  46. 46. Technologies to Support Research and Collaboration<br />Internet Search Engines-access online journals, magazines, newspapers, encyclopedias, and Web sites<br />Online Tools for Evaluating Web-Based Information-a basic literacy skill. evaluating online information -strategies for determining accuracy and quality <br />Collaborative Activities-access and share a global curriculum-development lab -engage class with another in literacy-based projects without geographic boundaries -powerful motivation Global Schoolhouse<br />
  47. 47. Podcasts<br />A podcast is a video or audio file that is shared and downloaded over the Internet.<br />Classroom uses:<br />Lessons for students to listen to for knowledge/share information <br />Student created podcasts to demonstrate understanding<br />
  48. 48. Podcasting<br />Popular educational podcasts:<br /><br />The Case of the Missing Diary<br />Coming to the USA<br /><ul><li>Math Dad
  49. 49. Our City
  50. 50. Geography Podcast</li></ul><br />
  51. 51. Podcasting Resources<br />Apple’s Podcasting in Education - Wonderful resource for learning about podcasting in education. <br />GarageBand tutorial<br />Creating Podcasts<br />Podcast Lesson Plans<br />2006 NECC Podcasting Presentation<br />Podomatic<br />Using Podcasts to Teach Reading<br />
  52. 52. Benefits to Blogging<br />Promote critical and analytical thinking<br />Promote creative thinking<br />Promote analogical thinking<br />Provide access to quality information<br />Combine individual reflection and social interaction<br />
  53. 53. Blogs<br />A blog is a web site maintained by an individual who makes regular entries that can include text, graphics, audio, and video. Readers can leave comments thus making a blog interactive.<br />Writing as a process stops, but blogging continues.<br />Writing is inside; blogging is outside.<br />Writing is monologue; blogging is conversation.<br />Writing is thesis; blogging is synthesis.<br />
  54. 54. <ul><li>Real world larger audience for work
  55. 55. Archive learning
  56. 56. Supports a variety of learning styles
  57. 57. Teach research, organization, and synthesis of ideas
  58. 58. Connective writing- the author reads his/her own work critically and carefully</li></li></ul><li>How Could I Incorporate Blogs?<br />Create a reader’s guide to literature<br />Personal reactions to literature<br />Write reflexively<br />Publish writing<br />Share ideas and opinions on topics explored in class<br />Write about class topics using new vocabulary/create a personal glossary<br />Share a project<br />Complete a webquest<br />
  59. 59. To blog or not to blog?<br />The following links lead to blogs in use in classrooms:<br />book bloggers<br />Sarah Plain and Tall<br />BlogicalMinds<br />Patrick's Blog<br />
  60. 60. Blogging Across the Curriculum<br />The Write Weblog<br />Blogging in Math<br />Social Studies Blog<br />Science Blog<br />Physical Education<br />Math games<br />
  61. 61. The World of Wikis<br />A wiki is a collaborative web page or series of pages that allow anyone to add or edit content.<br />
  62. 62. Will wikis work for me?<br />Uses for wikis within the classroom:<br />Group projects: Students research, outline, draft, and edit projects <br />Assignments: Post homework, calendars, study guides<br />Resource Collections: Organize articles, websites, audio/ video resources<br />Peer Review<br />Group FAQ: Students post and respond to questions on a given topic<br />Parent Involvement: Give parents classroom news<br />Online Newspaper<br />Terry the Tennis Ball<br />What is it?<br />Wikispaces<br />
  63. 63. Social networking<br />Social networking sites:<br /><ul><li> build online communities
  64. 64. interactive communication tools such as chat and instant messaging
  65. 65. an easy way for people to connect/share information</li></li></ul><li>Social Networking<br />Social networking sites can function as online classrooms. Collaboration, research,<br />discussion, and socialization continue beyond the walls of the classroom.<br />E-learning journeys<br />social networking wiki<br />
  66. 66. Social bookmarking<br />Web sites that let users search, store, organize, and share their bookmarks by using tags<br />Benefits:<br /><ul><li>Allow yourself and your students to share bookmarks on research topics.
  67. 67. Collaborate on projects with other schools, classes </li></li></ul><li>Social Bookmarking<br />Examples from real classrooms:<br /><br /><br /><br />Check out these tutorials for additional resources:<br /><br /><br />
  68. 68. Popular social bookmarking sites:<br /> []Mister Wong []Blogmarks []Diigo []StumbleUpon []<br />Educational benefits / classroom applications:<br /><ul><li>Network with other educators
  69. 69. Academic departments share web resources
  70. 70. Share bookmarks on research topics
  71. 71. Collaborate on projects with other schools, sharing bookmarks </li></li></ul><li>Concerns and solutions:<br /><ul><li>No standards for tagging- use a class list of standard tags
  72. 72. Some students might wait for others to provide good websites -monitor students
  73. 73. Students add inappropriate websites -discuss school's Acceptable Use Policy, cyberethics and self management.</li></ul>Real-world examples from teachers:<br />Andrew Robitaille (eLearning integration teacher) bookmarks <br />Jody Hayes (primary teacher from NZ) bookmarks<br />Mollybug (social studies teacher) furl bookmarks<br />Tami Brass (teacher in Minnesota) bookmarks<br />Bill Tozier (educator from Michigan) bookmarks<br />mrichme (educator) bookmarks<br />Bud Hunt (educator from Colorado) bookmarks<br />Darren Kuropatwa (a math teacher from Winnipeg) furl bookmarks<br />Suzanne Tate (educator from Melbourne) boomarks<br />JoNelle Gardner (Elementary Technology Teacher) bookmarks<br />
  74. 74. Simulations/games<br />club bing<br /><br /><br /><br />
  75. 75. SmartBoard Activities<br />scrapbook<br />myths grade 4-9<br />
  76. 76. Digital storytelling<br />Step by StepStudent pairs orally answer questions from .<br />Students introduce their place by telling where it was, what it looked like, and its importance.<br />The body:<br />What is your earliest memory of your place? <br />What are your feelings when you are there? <br />What difference does your place make in your life? <br />What do you see in your place that no one else sees? <br />Visually representing -drawing, painting, creating a collage, or using KidPix<br />(digital stories -approximately 3 minutes in length)<br /> Include a hook to introductions<br />Peer coaching during production   <br />Teacher shares a place story - discuss the hook, the images ,the tone , and the music -create a model<br />Create a digital story as a class   <br />
  77. 77. E-portfolios<br />39<br />Student benefits:<br />Personal knowledge management<br />History of development and growth<br />Planning/goal setting tool<br />Make connections between learning experiences<br />Metacognitive elements -plan future learning needs based on previous successes and failures.<br />Personal control of learning history<br />Faculty benefits from:<br />Means to share content<br />Authentic assessment<br />Preparing learners for life-long learning<br />Create centralized assessment <br />resources<br />
  78. 78. PBL<br />Global Schoolhouse<br />
  79. 79. Webquests<br />What Do I Want To Be When I Grow Up? research a career and then create a brochure . <br />What's For Dinner? Webquest graders create a meal plan for one week and present a persuasive speech.<br />Cruisin' To The Southeast<br /> 4th grade students learn about the southeast region of the U.S. by acting as tour guides. Students keep a journal, figure out and record mileage in a spreadsheet, create brochures, and develop a slideshow.<br />Chicago, A Family Vacation plan a trip to Chicago as part of an imaginary family.<br />Author Webquest write their own story and reflect on the writing process<br />Poetry and Emotion<br />
  80. 80. Ideas for Using Technology<br />
  81. 81.
  82. 82.
  83. 83.
  84. 84.
  85. 85.
  86. 86. Resources<br /><ul><li>Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin Press.
  87. 87. Solomon, G. ; Scrum, L. .(2007). Web 2.0 new tools, new schools. International Society for Technology in Education. Washington, DC
  88. 88.</li></li></ul><li>Websites<br /><ul><li>Online Communication and Adolescent Relationships
  89. 89. Information Literacy 2.0
  90. 90. Welcome to the Blogoshpere
  91. 91. Technologies Such as Wikis in the Classroom
  92. 92.
  93. 93.
  94. 94.
  95. 95. Social Bookmarking
  96. 96. Edublogs
  97. 97.
  98. 98.</li></li></ul><li><ul><li> social bookmarking service is easy to use and free, </li></ul> but because there is no filter, it's more appropriate for educators than students.<br /><ul><li></li></ul> Scholar is a bookmarking site that can be integrated into BlackBoard.<br /><ul><li></li></ul>Edutagger is a social bookmarking service for K-12 learners<br /> and educators, allowing you to store your web <br /> links online and share them with others, all within an educational context.<br /><ul><li>7 Things You Should Know About Social Bookmarking
  99. 99. a closed system where only account holders can access lists.
  100. 100. Social bookmarking built for K-12 classrooms, can be installed on an in-house server.
  101. 101. Pocast Network
  102. 102. Educational Podcasts
  103. 103. Learning Interchange
  104. 104.
  105. 105. SmartBoard activities</li></li></ul><li>Images<br />Microsoft Clip Art: all graphics except photos<br />Photos from Print Workshop collections/Yahoo image search<br />
  106. 106. Thank You<br />Patricia Hutton<br />LA consultant<br />CMSCE at Rutgers<br /><br />908-757-2751<br />