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New & digital literacies
The document discusses the impact of iPads on students' literacy in a sophomore English curriculum, highlighting improved assessment scores and realistic self-perceptions among students using the devices compared to those who did not. It emphasizes that iPads facilitate content creation, differentiation of instruction, and engage students through interactive learning. Additionally, it suggests that the integration of technology can lead to better academic outcomes and a more accurate understanding of one's literacy abilities.
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New & digital literacies
- 2. New & DigitalLiteracies with the iPad Jim Harmon @jimharmon Euclid City Schools http://tinyurl.com/ipadlit
- 3. What are “new”literacies? • Made possible with new technology • Different scholars define it differently • New technologies appear • New social practices for literacy emerge • Might include • social media • blogging • video creation & sharing • augmented reality
- 4. Why the iPad? •It is a content creation device • It is a desirable device • It allows for differentiation of instruction
- 5. How does theuse of iPads affect student literacies?
- 6. The scenario • Threesections of sophomore English w/ iPads (w/teacher “A”) • Six sections of sophomore English w/out iPads (w/teachers “B” & “C”) • Mapped curriculum & common formative assessments • Data collected included: • A pre- & post self assessment • Three benchmark (MAP) tests • Ohio standardized test results (OGT)
- 8. Assessment Results • Studentswith iPads: • Had a an average RIT score 5 points higher on MAP tests than their peers • Both Reading and Language Usage tests • Five points = one full grade level • Scored higher than peers on Ohio writing standardized test • Were 5% more likely to pass Ohio reading and writing standardized tests
- 10. Students’ Self Perceptions •Students with iPads: • Were more realistic in identifying their own literacy abilities • Were less likely to identify technology as a support to do well in English class • Were 4% more likely to regularly attend class
- 11. Ohio Graduation TestPassage Rates 0 10 20 30 40 50 60 70 80 90 100 85 92 79 84 Reading Test Writing Test With iPads Without iPads For district results, visit ode.state.oh.us
- 12. What students said: •“I think it is more effective when you get to use technology to read. It's more interesting, fun, and different.” • “I think using an iPad to read or write is great. I think it helps me to read and write more because the technology is awesome. I honestly think I will read and write a lot more.”
- 13. Average RIT Scores:Spring 2011 150 175 200 225 250 219.22 220.53214.81 215.74 Reading Test Language Test With iPads Without iPads For more on MAP testing visit nwea.org
- 14. What students said: •“I believe from my experience that it would motivate others to want to read and write more.” • “The iPads make things fun but I would write with or without the iPads.” • “It helps me improve my comprehension and improves my motivation to read and write more; not just more, but more clearly and fluently.”
- 15. Students without iPads •What one thing motivates you to attend English class?
- 16. Students with iPads •What one thing motivates you to attend English class?
- 18. Lessons learned • TheiPads became ubiquitous to students in spite of it not being a 1:1 • Students who did not use iPads were more likely to identify technology as a support in English class • The use of Apps allowed for differentiation of learning for students • Proficient readers/writers experienced no negative effects from iPad integration
- 20. Lessons learned • Althoughstudents who used iPads did not rate themselves higher than their peers in reading and writing ability, they performed better on assessments that measured these skills • This suggests that • the students without iPad access had an inflated view of their own abilities • the use of the iPad may have provided a more realistic and regular sense of the literate “self”
- 22. What does thismean for teachers? • Teachers open to new tools provide more opportunities for differentiating instruction/ learning • If teachers don’t lead the way, who will? • iPads excel in kinesthetic/tactile learning • Far more interactive than traditional technologies • iPads get students excited to learn and “do” • Not to mention teachers
- 24. Apps for NewLiteracies • iBooks (reading comprehension) • Subtext (reading comprehension) • Blogger (content generation/publishing/writing applications) • Keynote (content generation/publishing/writing applications) • Google Drive & Docs (content generation/writing applications) • Puppet Pals HD/Toontastic (reading comprehension)
- 26. Future Directions • Sharingdata and best practices through iTunesU • Classroom experience and shared experience • Co-taught model 2012-13 w/special education teacher • Continue to mentor teachers in tech use
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- 29. Other curated lists: •http://www.scoop.it/t/digital-fluency • http://www.scoop.it/t/digital-literacies-review • http://www.scoop.it/t/trending-education
- 30. Twitter accounts forNew & Digital Literacy • @jimharmon • @trendingedtech • @Edudemic • @edutopia • @hpitler • @elemenous