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Professional development
- 1. Instructional Technology and Literacy Eliminating obstacles to successful acquisition and understanding of literacy By: April Lacy
- 2. The Role of Instructional Technology and literacy Scope of the Problem What is Literacy Instructional Effectiveness Literacy Achievement Student Attitudes Conclusion
- 3. Scope of the Problem Improving Literacy Reading Achievement Achievement Acquisition and Goal Result Understanding through Instructional Technology Composite Score 89.19% 76.46% Instructional effectiveness Literacy Achievement Student Attitudes Did not meet Adequate Yearly Progress
- 4. What is Literacy What is literacy? Literacy encompasses communication through reading, writing, speaking and listening. The four are interrelated, so development in one impacts development in the other three. The New definition of literacy: “The new definition of literacy is based on a different assumption: that digital technology is rapidly becoming a primary carrier of information and that the broader means of expression this technology makes possible are now critical for education. Text literacy is necessary and valuable, but no longer sufficient." Meyer and Rose (2000)
- 5. Instructional Effectiveness In Order to Achieve Students: Need to consistently learn and successfully comprehend written and spoken text in the classroom Benefits of LCD Projectors: 1. Students can retell narrative text more accurately when the instructor uses an LCD projector to show text in a whole class read-along verses a whole-class read-aloud 2. Allows students to see illustrations and detect visual cues help in the retelling of narrative text 3. Captures and retains the attention of students during a whole class read along
- 6. Literacy Achievement The incorporation of technology allows teachers to implement new teaching strategies that allow students to Collaborative, process and further develop metacognitionskills Encourages students to become active participants in the learning process.
- 7. Student Attitudes Wiggleworks: supporting language development through activities that integrate reading, writing, speaking and listening • improved • improved • improved enthusiasm for enthusiasm for enthusiasm for reading and reading and reading and vocabulary vocabulary vocabulary acquisition acquisition acquisition • 3 out of 6 students • 5 out of 6 students • 5 out of 6 students showed showed showed improvement on improvement on improvement on assessments assessments assessments
- 8. Conclusion: Student Voices for Change Marcus Benton, grade 11. Michael Kinley, grade 7. He talked about the Computer He played one of the many Efficiency Workers League, videos he’s created and known as CEWLpronounced posted on YouTube. “cool”). He showed a Michael’s YouTube channel, Prezislideshow that he created mike398100, contains tutorial and explained the leadership of videos about a variety of the student technology group. topics, such as making CEWL was started to assist shatter effects using Adobe teachers and students with After Effects and building a technology questions and 3D city with the help of integrating different tools into Video Copilot. He also the curriculum. The team is on uploads a variety of his call to assist others with skills such school projects to his as setting up Skype, making an channel. iMovie, and posting to a blog.
Editor's Notes
- This slide is designed to hook the audience and make them aware of the scope of the problem. Fargo School District is not making Adequate Yearly Progress. This slide contains facts of the problem and introduces my intended solution. Instructional technology can improve literacy acquisition and understanding and cut out obstacles that interfere with academic achievement. Currently Fargo School District’s standardized testing scores demonstrate that students are not achieving this desired outcome.
- This slide will address the literacy areas (reading, writing, speaking, and listening) needed for improvement located from corrective action plans. I will use this information to persuade Title I monies allocation for instructional technology to meet AYP requirements and increase scores therefore improve the achievement gap.
- This slide will be presented as I discuss how all four literacy components (reading, writing, listening and speaking) can be targeted by using projector screen in the classroom. Traditionally, in the classroom reading is conducted as a large-group listening activity with literature being held by and read only by the teacher. Not all students can benefit from reading instruction in this fashion because there are no visual prompts or cues.
- This slide will be a visual as I discuss the research that demonstrate how integration of technology in the classroom impacts student achievement by making it meaningful. Researchers’ statistics reveal that there is no difference in access to technology between poor schools and wealthierschools. Therefore, the use of technology in schools is ongoing, unstoppable, and essential.
- This slide will be presented as I discuss the researchof various software programs that focus on comprehension and vocabulary acquisitions. The focus on of the research will be on a study conducted of three school and the outcome of the students who received intervention that utilized technology intervention. The research will support the use of these programs within the school to help student become independent readers and writers.A study at three different schools was conducted on technology intervention that involved groups of six students with varying abilities. The use of various software programs focusing on comprehension and vocabulary were selected to meet the needs of each student. The study involved the use of Wiggleworks, a software program created to support language development by using a variety of activities that integrates reading, writing, listening, and speaking.
- The ending will be a personal story given in McClintock Miller articles that illustrates a profound story of Van Meter Community School in Iowa and how it’s adoption of a one-to-one laptop initiative in grades 6-12 evoked an atmosphere of respect, creativity, collaboration, and connection as well as independent thinking and learning. Van Meter had been asked to give a testimonial to the Iowa House and Senate Education Appropriations Committee. The administrators and seven students in grades 5–12 spoke with passion and enthusiasm about the educational transformation at Van Meter. The students told stories and showed examples of how their education was changing through creating, connecting, and collaborating within Van Meter School and globally.