Cartwheels on the Keyboard By Maureen Carroll A professional book club review
Academic Honesty Statement l I have read and understand the UTA Academic Honesty clause as follows. “Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. ” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3. 2. , Subdivision 3. 22). ” Further, I declare that the work being submitted for this assignment is my original work (e. g. , not copied from another student or copied from another source) and has not been submitted for another class.
Background l Although I am not currently teaching, I think I would ultimately like to teach 3 rd or 4 th grade. I feel that students at this level have the basics behind them and are at a period of discovery in their lives. I would like to be a part of that. l I am not currently seeking certification, but that is subject to change. This is my first semester, and I am discovering so much. l Currently, I do not belong to a professional organization. is subject to change. I am a work in progress! l I have read several articles over the past semester from professional journals. They include: Voices from the Middle, English Journal and Language Arts. l I have not yet had the opportunity to attend a professional conference. I am looking forward to doing so, as I feel that these events present a wonderful professional development opportunity. l I hope to work for a district that supports such opportunities, although I do realized that not all districts are financially able to do so. Again, that
Reflection l I created this assignment in Fall 2007 for LIST 5326, Teaching the English Language Arts in Secondary Schools, because it represents a synthesis of my learning and continuing professional development in integrating technology, a critically important aspect of Language Arts. l This assignment relates to the following standards: l IRA 2. 2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. l IRA 4. 2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. l IRA 5. 2 Continue to pursue the development of professional knowledge and dispositions. l TEx. ES Competency 010 (Instructional Methods and Resources) The reading specialist understands and applies knowledge of methods and resources for providing effective literacy instruction that addresses the varied learning needs of all students at the levels of early childhood through grade 12. l TEx. ES Competency 014 (Collaboration, Communication, and Professional Development) The reading specialist understands and applies procedures for collaborating and communicating with educational stakeholders and for designing, implementing, evaluating, and participating in professional development. IRA 2. 3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. l l IRA 2. 2 and 4. 2 in addition to TEx. ES Competency 010 are addressed as this book is focused on the integration of technology in the classroom, while IRA 5. 2 and TEx. ES Competency 014 are address by the professional development aspect of this assignment. l This assignment demonstrates my concern for the use of technology for instructional purposes. I chose this book because I believe that technology integration is vital to students’ futures. Further, the use of technology is engaging to students and helps to enhance their learning.
Citation and Web Reviews Citation: Carroll, Maureen (2004). Cartwheels on the keyboard: Computer- based literacy instruction in an elementary classroom. Newark, Delaware: International Reading Association. Reviews: Amazon. com : On this site, you will find one review. The reader was apparently not very impressed with this text, or was at least disappointed. The reviewer’s major contention was that it lacks useful activities, and that it was unrealistic in the time allotted to the students for various activities. Gail Lennon: Ms. Lennon obviously feels differently than the Amazon reviewer. She notes the book is clear, well-organized and a practical aid for teachers. Her short, positive review may be found at: http: //www. oct. ca/publications/professiona lly_speaking/june_2005/reviews. asp Barnes and Noble: There are no reviews on this site, but that just means I have the opportunity to be the first to do so!
Introduction l Who is Maureen Carroll? l Maureen Carroll is the co-founder and co-CEO of Bay Breeze Educational Resources and has extensive teaching experience at a variety of levels in special education as well as reading and writing. l Academic Background l B. S. degree in biology from College of Mt. St. Vincent l M. S. degree in special education from Long Island University l Doctorate in Education, Language, Literacy & Culture from the University of California, Berkeley l Published author of children's literature, textbooks, and academic journals. l Regular presenter at the National Reading Conference. l Member of the Technology, Communication and Literacy Committee of the International Reading Association. l An Expert in her field!
Recipe for the Research! l 20 Kids, 2 nd and 3 rd graders combined l One dedicated teacher who believes in technology l 4 In-classroom PCs l One observant university researcher…
Introduction l (Continued) This book sought to answer four specific questions: (Carroll, 2004, p. 6) l What is the nature of the literacy curriculum in this classroom? l How do children participate in computer based literacy events within this literacy curriculum? l How do children make use of different aspects of technology within computer-based literacy events as they: l l Use varied symbol systems in meaning-making Use cognitive explorations in meaning-making Integrate affective elements in meaning-making What are the inter-relationships among these questions, and how does an understanding of them clarify the ways in which the use of technology can support and constrain early literacy development?
Introduction (Continued) l The overall purpose of the book is to provide teachers with the results of a 6 -month study undertaken to answer these specific questions, and to suggest possible activities to achieve technology integration in their own classrooms. l This book was written from the point of view of a university researcher. The author recounts observations made over a five-month period, and includes numerous vignettes in order to give the reader a fuller sense of interactions within the classroom. l Written for teachers, this book provides the reader an opportunity for professional development and personal growth, offering various reflection exercises and suggested activities for the teacher to better understand his or her class, and to more effectively integrate technology.
Summary l Maureen Carroll chronicles her research in the area of technology integration. This study is particularly relevant to those of us who are attempting to make the computer a seamless part of our classrooms. l She found that three major themes emerged during the course of her research: collaboration, exploration and play. l Numerous vignettes provide the reader a window into her time observing the children in the classroom, detailing their interactions with one another and with the teacher as they interfaced with the computer. l She points out that technology is most effective when it is used as a support in teaching Language Arts, rather than being taught as a separate and distinct subject. (p. 105) l The book includes seven chapters in which Dr. Carroll records her observations, and 2 appendices in which she presents her results and suggests some possible lesson plans. l Included in the chapter are “Reflection Points” which are questions and activities designed to help teachers better understand their own teaching styles, their classes and the ways in which technology can best serve them.
Focus l Thesis - The author does not state an explicit thesis in this book. She sets out not to postulate about the outcome, but rather to understand the relationships between the students and the teacher, among the students themselves, and the ways in which they interface with technology in the classroom. l Theoretical Position – This study is framed in the Social Constructivist perspective. To effectively understand the outcome and importance of the study, one must have an understanding of the social interactions that take place in the classroom. The author feels this theory provides the best basis from which to understand the observations. l Basic Theory - The basic theory advanced in the book is that children’s interactions are particularly important in a technology-supported learning environment. l There is an underlying assumption that the school the author observed is representative of a typical school and that all schools have technological access as described in the book. l These assumptions are not stated explicitly, but are implied.
Focus (Continued) l Hypothesis – Although not explicitly stated, I understand the author’s hypothesis to be, “There is not one best way in which to integrate technology into the classroom, but fostering the right environment (risk taking, scaffolding, peer interaction) in which to do so is imperative to children’s learning and using technology. ” l Support - This hypothesis is supported by Vygotsky’s Social Constructivist theory, as well as by the observations presented in the book. The work of many other researchers is presented as support throughout the book as well. l Contribution this area by some general studied in a l General problems in this discipline that the book touches on: l l l – This work contributes to the overall body of knowledge in providing a framework for future studies. It focuses on observations which could (and should) be systematically scientific manner. Technology as a subject vs. Integration into current curricular subjects Environment of the classroom conducive to learning technology The varying needs and personalities of students & their teacher, and the roles they assume as they embrace technology.
Focus (Continued) l The book primarily consists of personal observation, illustrated in vignettes, integrated with the author’s commentary and supported by research from numerous sources. l Sample Vignette with commentary: l l l When Ms. Coltrane asked her class, “What’s the biggest thing in the world? ” the class suggested many things, such as the sky, friendship, the world, the universe, the ocean, a Pokemon character, the water, or our imagination and then the following discussion ensued: “When Elena said, “A tiny grain of sand, ” Ms. Coltrane asked her why she picked that. Elena: Because I wanted to. Ms. Coltrane: What made you think of that? Elena: Opposites. When one student suggested, “the stars”, Serena said, “That’s not really in the world. ” Ms. Coltrane quickly defended the right to suggest anything and reminded the class that, “There are no wrong answers. ” Ms. Coltrane then told them to turn to someone next to them and try to define the word “biggest”. After a few minutes, she said, “Think about what in your mind you think I meant by the word biggest. ” Serena: The biggest thing in the world is the widest. The biggest thing in the world is bigger than all the atoms. It’s something that there’s nothing bigger than… [She stops in confusion. ] Ms. Coltrane: What does bigger than mean? Oliver: Greater, like math. Elena: What would the word biggest mean? Ms. Coltrane: What does big mean? This is hard… As was evident in this classroom exchange, the socialization process consists of reciprocal interactions and joint construction of meaning by the individuals and others in the social context. (Shulman & Carey, 1984)”
Focus (Continued) l Personal observations documented by the author are supported with existing research. The book references over 80 sources. Supporting evidence is drawn from the works of E. G. Cohen, M. Csikszentmihalyi, C. Daiute, A. H. Dyson, E. W. Eisner, D. J. Leu Jr. , R. B. Ruddell, L. S. Vygotsky and many more. l There alternative ways of presenting this material. Since there is no argument per se, there are no competing or alternate arguments. The author herself states that her aim is not to seek law but meaning. I thought this book would be more interesting and effective if presented in (ironically) an electronic format. The vignettes would lend themselves well to audio presentation, or even video reenactments streamed over the internet. This media offers the advantage of being in color, which would also help to more effectively demonstrate some of the screens from various software that are included in the book. I think the author herself would agree with this conclusion, given her interest in this media.
Focus (Continued) l In future, this topic should be studied further. Going forward, studies should include diverse groups of students from varying backgrounds and socio-economic standings. Integrating technology into our classrooms is imperative. One complication, however, is the rate at which technology is changing. Once an adequate amount of scientific study has taken place, technology may have changed significantly. l The theory advanced in this book and the practices advocated are directly tied to the work of Vygotsky and the Social Constructivist theory. The work relies heavily on the interactions that happen in the classroom, particularly those between students. The role of the teacher is that of a supporter. The interactive nature of technology emphasizes the need for learners to be in a “safe”, scaffolded classroom community. l The author aims to provoke thought and discussion among teachers on the topic of technology integration. Ms. Coltrane, the teacher in the classroom Carroll studied, is held up as model for us to examine and follow. She is defined as exemplary, having high expectations, delighting in children’s remarks, ever-supporting her students’ efforts and doing so with grace and compassion. The classroom community she creates serves as the backbone for the integration of technology. The author advises that since there is no “best” method of integration, the rule of thumb is that the teacher must know his or her class.
In a Nutshell… l The relationship between technology and literacy is complicated. (Carroll, 2004, p. 16) l There is no one best way to incorporate technology into the classroom. (Carroll, 2004, p. 105) l The most important issue central to understanding the role of technology is that it must be viewed as a tool within the context of the existing classroom community. (Carroll, 2004, p. 38) l Three key themes in integrating technology emerged as important during this study: (Carroll, 2004, p. 13) l l l Collaboration Exploration Play
Personal Response l Overall, my reaction to this book was positive. The book is interesting, well-organized and easy to read. It is clear and concise, and can be read by even the busiest of teachers in a couple of days. As I read, I kept in mind the one jaded reviewer from Amazon. com who assigned this book only one star, and complained that the book does not have enough practical applications. I do not agree with this reviewer, and I think his or her disappointment may have stemmed from a misunderstanding of the book’s purpose. I feel the book was mainly meant as a professional development tool for teachers, to provide insights and stimulate teachers’ thinking as to how technology would be best integrated into their own classrooms. While some practical activities are provided, the author makes the point that the teacher must know her students and understand their capabilities and interests in order to effectively include technology in their instruction. The internet is full of possible activities and lesson plan for various levels, if one so desires. l Carroll’s study is supported by the works of many well known authors and researchers. However, I feel the book is predicated on observations and is a rather loosely done study, scientifically speaking. This is a single study that looked at only one school. We can not extrapolate principles from it. When we take into account the demographics of the school at which it was performed, this point is underscored. l l l 85% of students in this particular elementary school are white 7% are Asian, 4% are Hispanic, 2% are Filipino, and 1% are identified as “Other” This is hardly representative of the average American school
Personal Response l Other Works on a Similar Topic l Using Blogs to Enhance Literacy: The Next Powerful Step in 21 st Century Learning l l Innovative Approaches To Literacy Education: Using The Internet To Support New Literacies l l by Diane Penrod Edited by Rachel A. Karchmer, Marla M. Mallette, Julia Kara-soteriou, and Donald J. Leu E-Literature for Children: Enhancing Digital Literacy Learning l by L. Unsworth (Continued)
Personal Response (Continued) l Perhaps because I am new to this field and have done relatively limited reading in this area, I did not find fault with the information presented by this author. In fact, it is consistent with the two textbooks I have read this semester, and is complementary to the many journal articles I have read as well. l Several ideas were put forth in the book, but the most vital (in the framework of the Social Constructivist theory) was the importance of student interaction and reliance on each other in the learning process. While I like the idea of group work, I have always felt it has the potential to easily get out of control. This book emphasizes the importance of social interactions as they pertain to learning. The author, however, acknowledges that teachers must set educational goals and monitor kids’ progress, as “fun” learning in a group setting has a tendency to deteriorate into non-educational play. l I would recommend this book to all teachers who want to better understand how to make the computer an integral part of their instruction. The book is relatively short, making it accessible for everyone, even those short on time. It offers practical suggestions and illustrations from Carroll’s research. The final chapter offers a succinct summary and the appendices contain summarized results as well as practical applications (lessons).
Tipsheet 1) Don’t be a monopolist! Share authority with your students. l Carroll (2004) notes that knowledge may be constructed through multiple perspectives and this belief is “essential to the teaching-learning process” and forming the richest and deepest understandings. (p. 14) l In the classroom, I will acknowledge what each student brings to the class. I will remind the class frequently, and when appropriate, that there are no wrong answers. As we share as a group, I will validate the students contributions as members of our group and help them to understand that they are valued. The diversity of student backgrounds can deeply enrich learning if properly acknowledged and allowed to flourish. l Related Standards: l IRA 2. 1 (Instructional Grouping Options) l IRA 4. 4 (Motivate Students to be Life-long Readers) l TEx. ES Competency 010 (Instructional Methods and Resources) l 3 rd Grade TEKs 2 A (Listening/speaking/culture) l Whether working as a small group or whole class (IRA 2. 1, TEx. ES 010) the environment of the class must be motivational for students to become engaged (IRA 4. 4). Group interactions are opportunities to practice listening and speaking skills (TEKs 2 A).
Tipsheet 2) Let’s get together! Create opportunities for collaborative events. l Carroll (2004) finds that, “Through collaboration, students may gain knowledge about how to do things such as open a computer program, how to work with others, what different symbols systems mean, how to make use of varied tool in meaning construction, how to negotiate meaning, and how to participate in a classroom community while developing as a literacy learner. ” (p. 14) l I will use group activities in the classroom whenever possible. Students will work in pairs or small groups to brainstorm ideas, to discuss concepts and to perform various tasks. Opportunity for interaction is opportunity for learning. Students are able to share ideas that stem from their diverse backgrounds and cultures. l Related Standards: l IRA 2. 1(Instructional Grouping Options) l TEx. ES Competency 010 (Instructional Methods and Resources) l 3 rd Grade TEKs 2 A (Listening/speaking/culture) l 3 rd Grade TEKs 4 A (Listening/speaking/communication) l Collaborative events are group events by their nature (IRA 2. 1, TEx. ES 010) and are conducive to listening and speaking activities (TEKs 2 A and 4 A).
Tipsheet 3) Take risks and reward risk-takers. l Because of the interactive nature of technology, teachers need to “model an open-minded stance toward exploration” so that students may develop confidence in their own abilities to construct meaning, Carroll (2004)found. (p. 140) l In the business world, it’s known as “pushing the envelope” or “thinking outside the box”. We need innovative thinkers, and I will encourage my students to do this by keeping an open classroom. When students are wrong, I will assure them that it is OK, and thank them for taking the risk. When they are right, the risk will be its own reward and we will certainly celebrate these instances. l Related Standards: l IRA 2. 1(Instructional Grouping Options) l TEx. ES Competency 010 (Instructional Methods and Resources) l 3 rd Grade TEKs 2 A (Listening/speaking/culture) l 3 rd Grade TEKs 4 A (Listening/speaking/communication) l Social risk occurs primarily in group situations (IRA 2. 1, TEx. ES 010) and in a classroom, kids must feel that they are able to speak freely among each other (TEKs 2 A and 4 A).
Tipsheet 4) Don’t underestimate the importance of play. l In observing the classroom, Carroll (2004) found that the students were playful with language and with computers, which helped to engage them in technologybased activities in a way that is critical to reading and writing development. l I believe the best way to encourage play in the classroom is with games. We will be using board games such as Scrabble and Boggle to encourage literacy, but also online and electronic games which will serve to engage students in play as well as to aid them in becoming familiar with and using technology. l Related Standards: l IRA 4. 1 (Using Students’ Interests) l IRA 4. 2 (Using Technology based and non-print info) l TEx. ES Competency 010 (Instructional Methods and Resources) l 3 rd Grade TEKs 8 A (Reading Vocabulary Development) l Most students don’t think of playing games as “work” and are engaged by these non-print activities (IRA 4. 1 and 4. 2, and TEx. ES 010). These kinds of games serve to expand vocabulary in a fun way (TEKs 8 A).
Tipsheet 5) Put the power of multiple symbolic systems to work for you! l Carroll (2004) notes that children are already familiar with letters, words, sounds and pictures with new forms of representation and “new ways of making use of the familiar. ” (p. 68) A study by Cambourne (2001) describes the increased effectiveness of activities that require “manipulating meanings across and within different systems” in comparison to those having a one-symbol system. l Computers provide a natural avenue for the multi-symbolic systems. Students are exposed to familiar symbols in new and interactive ways. We will be reading passages, articles and stories online. Reading text in print differs from reading text online. Often, the message is non-linear and therefore students need help in understanding online text, which the familiar symbols (pictures, sounds, themes) serve to do. l Related Standards: l IRA 1. 1 (Knowledge of the psychological, sociological & linguistic foundations of literacy) l TEx. ES Competency 002 (Phonological and Phonemic Awareness) l TEx. ES Competency 006 (Comprehension) l 3 rd Grade TEKs 9 A (Reading Comprehension – Using prior knowledge) l Students’ understanding of symbols and how they interpret them are at the heart of literacy and comprehension (IRA 1. 1, TEx. ES 002 and 006, TEKs 9 A).
Tipsheet 6) Create a classroom community. l During her classroom study, Carroll (2004) ascertained that an important part of the classroom environment is creating a community “where students feelings are respected”. (p. 37) l In order for students to feel like a part of a community, they must first feel “safe”. (Tchudi & Mitchell, 1999) This is best accomplished by learning about each other. We will have many activities geared to this end, including student-generated letters of introduction and multiple personalized presentations which celebrate student culture and background. We will be sharing folklore and traditions from our respective cultures and learning about and sharing our family histories as well so that we grow together as a cohesive group. There is nothing to be gained by competition, which will be discouraged in favor of a supportive environment. (Gambrell, 2007) l Related Standards: l IRA 2. 1(Instructional Grouping Options) l TEx. ES Competency 010 (Instructional Methods and Resources) l 3 rd Grade TEKs 2 A (Listening/speaking/culture) l 3 rd Grade TEKs 4 A (Listening/speaking/communication) l Creation of a community requires much group instruction (IRA 2. 1, TEx. ES 010) with student interaction being the emphasis (TEKs 2 A, 4 A).
Tipsheet 7) Scaffold, scaffold! l Carroll (2004) found in her research that the non-linear format of the internet rendered some students unable to follow the intended message, making scaffolding important, especially when dealing with novice readers. l In our classroom, I will be demonstrating using the internet for various purposes on numerous occasions. In addition, students will be working in small groups as they complete internet activities so that they may rely on one another as a resource. In this way, peer learning will supplement scaffolding provided by the teacher. l Related Standards l IRA 2. 1(Instructional Grouping Options) l IRA 4. 3 (Model Reading & Writing Enthusiastically) l TEx. ES Competency 013 (Theoretical Foundations and Research-Based Curriculum) l 3 rd Grade TEKs 4 A (Listening/speaking/communication) l Scaffolding may come from peer support and communications within a group (IRA 2. 1, TEx. ES 4 A) or from the example and support of the teacher (IRA 4. 3). The value of scaffolding is well-documented in research (TEx. ES 013).
Tipsheet 8) Use technology to expand link concepts. l Gambrell & Morrow (2007) note that teachers must keep abreast of the emerging body of research in the area of technology integration and determine for themselves how their students will be best served by particular uses in the classroom. l Technology is best taught as an integration into other subjects, rather than a stand alone subject. I plan to use a variety of technology in enhancing our class subjects. We will be using online games to enhance our vocabularies, participate in online scavenger hunts to sharpen our search skills, and constructing Power. Point presentations on our literature selections. l Related Standards: l l l IRA 4. 2 (Using Technology based and Non-print Info) TEx. ES Competency 010 (Instructional Methods and Resources) 3 rd Grade TEKs 8 A (Reading Vocabulary Development) 3 rd Grade TEKs 7 B (Reading from a Variety of Texts/Genres, Print & Electronic) Computers and other technological devices have the ability to enhance our print-based curriculum (IRA 4. 2) and add to the teacher’s arsenal of instructional methods (TEx. ES 010), while potentially exposing students to a new world of vocabulary-enhancing experiences and new genres of electronic text. (TEKs 8 A and 7 B)
Tipsheet 9) Foster literacy motivation. l Gambrell & Morrow (2007) report fostering literacy motivation in your classroom will be beneficial. Further, Carroll (2004) notes that many students find the interactive nature of the computer to be “intriguing and motivating”. (p. 34) Thus, technology is a natural partner in fostering literacy motivation. l Most kids in this generation have grown up with technology. Toys come standard with buttons to push, flashing lights and interactive aspects. We will be capitalizing on the engaging and interactive nature of the internet as students use it to complete research projects and learn how to follow links on an information treasure hunt. l Related Standards: l l l IRA 4. 3 (Model Reading & Writing Enthusiastically) IRA 4. 4 (Motivate Learners to be Life-long Readers) TEx. ES Competency 013 (Theoretical Foundations and Research-Based Curriculum) 3 rd Grade TEKs 6 D (Self-selection of Independent Reading) Leading by example is one of the best way to motivate students (IRA 4. 3 and 4. 4), and this is a research-supported technique (TEx. ES 013). Engaged readers will self-select texts. (TEKs 6 D)
Tipsheet 10) Give students time to read and reflect in class. l Gambrell and Morrow (2007) rank allowing for in-class reading as one of the ten best in literacy instruction. Additionally, P. L. Thomas (2001) observes that students have better retention when given time to reflect on activities. l We will have 10 minutes of each class period dedicated to allowing students to read in class for pleasure, either print or electronic material of their own choosing. On Fridays, the last 15 minutes of class will be devoted to reflection time, where students reflect on what they have learned. This may take the form of a a journal entry, a class or small group discussion, or blogging. l Related Standards: l IRA 4. 3 (Model Reading & Writing Enthusiastically) l IRA 4. 4 (Motivate Learners to be Life-long Readers) l TEx. ES Competency 006 (Comprehension) l 3 rd Grade TEKs 7 A-C (Reading from a Variety of Texts/Genres, Print & Electronic, Reading for Pleasure) l It bears repeating that leading by example is an effective way to motivate students (IRA 4. 3, 4. 4) and teachers should join the class and take the opportunity to model this behavior. This gives students an opportunity to self-select print or electronic materials and improves comprehension as students practice reading. (TEx. ES 006, TEKs 7 A-C)
Tipsheet 11) Provide high-quality literature across a range of genres. l Gambrell & Morrow (2007) declare, “direct teaching, supported by immersion in high-quality literature, promotes reading engagement and growth”. (p. 21) l The internet is ripe with possibilities of engaging high-quality literature. Much is available in the way of folklore, urban legends, drama & poetry. Students will be reading and writing in these genres, and even learning “tanka” a form of Japanese poetry, aided by an online tanka -generator. In addition, we will be reading summaries and reviews of longer works, which we are studying in class, on the internet. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 2. 3 (Using a Wide Range of Curriculum Materials) l TEx. ES Competency 006 (Comprehension) l TEx. ES Competency 007 (Vocabulary Development) l 3 rd Grade TEKs 7 B (Reading from a Variety of Texts/Genres, Print & Electronic) l Using the internet to support activities (IRA 2. 2) has the added benefit of making an array of material available in various genres (IRA 2. 3, TEKs 7 B) that support students’ comprehension and vocabulary growth (TEx. ES 006 and 007).
Tipsheet 12) Get Real! Teach reading for authentic meaning-making. l Gambrell & Morrow (2007) advocate authenticity of purpose in teaching literacy and found it to be one of the 10 best practices for this purpose in their research. l For students to be engaged, they must be connected to the assignment. Nothing is more personal than one’s name. We will be using the internet to research our name origins and trace family histories. We will also be making anagrams of our names and using an online anagram generator to compare results. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 2. 3 (Using a Wide Range of Curriculum Materials) l IRA 4. 1 (Using Students’ Interests/Backgrounds as Foundations) l TEx. ES Competency 010 (Instructional Methods and Resources) l 3 rd Grade TEKs 7 B (Reading from a Variety of Texts/Genres, Print & Electronic) l 3 rd Grade TEKs 9 A& B (Reading Comprehension) l Using the internet (IRA 2. 2) opens new doors to new material and research possibilities (IRA 2. 3, TEKs 7 B). This particular exercise will be very personal and engaging to students (IRA 4. 1) and exercise their comprehension skills (TEKs 9 A & B) as students may be unfamiliar with these types of resources (TEx. ES 010).
Tipsheet 13) Use multiple texts to expand vocabulary and concepts. l Gambrell & Morrow (2007) advocate the use of multiple texts on common topics, as this “promotes concept and vocabulary development as well as critical thinking”. (p. 21) l The wealth of information available on the internet helps students to connect and bring alive concepts. Students will use sites like Amazon. com when searching for related texts. We will also use the internet to find related poetry which we will share in class as well. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 2. 3 (Using a Wide Range of Curriculum Materials) l TEx. ES Competency 007 (Vocabulary Development) l 3 rd Grade TEKs 7 B (Reading from a Variety of Texts/Genres, Print & Electronic) l 3 rd Grade TEKs 8 A-D (Reading/Vocabulary Development) l In addition to being a support to traditional teaching methods (IRA 2. 2) the internet is a sea of information (IRA 2. 3). Research shows exposure to such a variety (TEKs 7 B) promotes vocabulary growth (TEKs 8 A-D, TEx. ES 007).
Tipsheet 14) Surfing the web: Trolling for topics! l Tchudi & Mitchell (1999) noted in their research that the internet provides an avenue for exploring topics and even gaining perspective on student interests. l Students will find every topic imaginable and information to support them on the internet. Students often struggle in finding topics for writing. We will be using search engines, entering general subjects, such as animals or hobbies. Students will then read the links returned, following those which are of interest. They will then choose one, and refine or search again in order to procure the information needed for an oral or written presentation on the topic. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practices) l IRA 4. 1 (Using Student’s Interests as a foundation) l TEx. ES Competency 008 (Written Language) l 3 rd Grade TEKs 18 A (Writing Process - Prewriting) l 3 rd Grade TEKs 20 C & D (Writing – Inquiring/Research) l One of the best thing about the internet in the classroom is that provides new ways to do old tasks (IRA 2. 2) and makes topics of interest readily available (IRA 4. 1). Students will practice their writing/research skills through this process (TEKs 18 A, and 20 C & D).
Tipsheet 15) I’m a publisher, you’re a publisher, he’s a publisher… l Carroll (2004) stresses that kids need to be able to challenge a source. Anyone with internet access can publish information, and that has resulted in conflicting information. l In the classroom, we will seek to become media literate. We will be looking at TV ads from the 80’s (available online) and comparing them to those of today. Students will practice discerning fact from opinion and we will practice critical thinking skills as we resolve the conflicting information we encounter. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 2. 3 (Using a Wide Range of Curriculum Materials) l TEx. ES Competency 006 (Comprehension) l 3 rd Grade TEKs 7 B (Reading from a Variety of Texts/Genres, Print & Electronic) l 3 rd Grade TEKs 9 A & B (Reading Comprehension) l The sheer volume of information available online (IRA 2. 2, 2. 3) almost guarantees students will encounter conflicting sources. In assessing this variety of information (TEKs 7 B), students must practice comprehension and critical thinking skills (TEx. ES 006 and TEKs 9 A & B).
Tipsheet 16) Wouldn’t you like to be a publisher, too? l Students are more likely to revise when they use word processing programs according to Gambrell & Morrow (2007). Students can produce newsletters, brochures, fliers, posters, or a class newspaper using word processing and publishing software. (Tchudi & Mitchell, 1999) l We will be using Microsoft Word to enhance our writing whenever possible as students tend to write longer pieces and revise them more readily. The writing is of better quality and students are motivated. (Patterson, 2006). l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l TEx. ES Competency 008 (Written Language) l 3 rd Grade TEKs 11 A (Publish Information in a variety of media) l 3 rd Grade TEKs 18 F (Publishing for Audiences) l Another wonderful characteristic of the internet is that a new and wide audience is available to students online (TEKs 18 F). The user-friendliness of today’s many word processing and publishing programs (IRA 2. 2, TEKs 11 A) allow students to easily revise their writing (TEx. ES 008) and to produce professional-looking publications.
Tipsheet 17) Spin a web of your own; Create a class website. l Tchudi and Mitchell (1999) note many word processing and Page. Maker programs automatically convert to HTML, making it easier than ever for students to create and maintain websites. l Near the beginning of the school year, we will create a class web page. I will demonstrate this process to scaffold the students. They will each have an opportunity to create their own personal pages, which will be linked to our class page. We will be using Geocities for this endeavor. Throughout the year, student work will be posted on the site. At year end, the website will serve as a source for our class annual. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 2. 3 (Using a Wide Range of Curriculum Materials) l IRA 4. 1 (Using Students’ Interests/Backgrounds as Foundations) l TEx. ES Competency 008 (Written Language) l 3 rd Grade TEKs 11 A (Publish Information in a variety of media) l 3 rd Grade TEKs 18 F (Publishing for Audiences) l Web pages by nature have wide audiences (TEKs 18 F) and in producing one, students may use a variety of technologies, materials, software and strategies (IRA 2. 2 & 2. 3, TEKs 11 A) in addition to practicing writing skills (TEx. ES 008). The subject matter may be guided by students’ interests (IRA 4. 1).
Tipsheet 18) Do you speak e-mail? Teach the new global language! l Blasé (2002) notes, according to his experience with a group of students as they participated in online exchanges with other schools across the country, that email is a very different type of writing, having its own rules and in which every word requires careful consideration. l We will be adopting pen pals in various foreign countries and corresponding with them through email. During this process, students will learn that we must take care in choosing what to write, since our audience is remote and may not speak English as a first language. We will study the etiquette of email, such as not typing in all caps, and make observations and interpretations about our own mails as well as those we receive in return. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 4. 1 (Using Students’ Interests/Backgrounds as Foundations) l TEx. ES Competency 008 (Written Language) l 3 rd Grade TEKs 18 F (Publishing for Audiences) l Writing takes new directions (TEx. ES 008) in the form of email, as audiences are expanded (TEKs 18 F). This realm for writing requires special instruction (IRA 2. 2) but also opens new doors with its instant and global nature (IRA 4. 1).
Tipsheet 19) Plugging in Our Poetry - Using Hypermedia l Dreher (2000) notes that students enjoyed great success and were truly engaged in a multi-subject (German, English, Animals and Technology) integrated poetry project using hypermedia software. l Students will be required to compile their poetry which they produce in various units throughout the year into a Power. Point presentation. They will have the opportunity to add pictures and sounds that they produce themselves or that they find on the internet. We will first do a similar smaller-scale project in class so that students have the opportunity to observe the process and ask questions. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 2. 3 (Using a Wide Range of Curriculum Materials) l IRA 4. 1 (Using Students’ Interests/Backgrounds as Foundations) l TEx. ES Competency 008 (Written Language) l 3 rd Grade TEKs 11 A & B (Publish Information in a variety of media, Using Presentation Software) l Using presentation software (IRA 2. 2) allows students to integrate their electronic text work (TEx. ES 008) with sound and pictures (TEKs 11 A & B). This appeals to students’ interests (IRA 4. 1).
Tipsheet 20) Make a big production of it! Video podcasts as class projects. l Hadaway (2007) notes that although speaking and listening are the most often used skills in class, they are rarely taught. Creating podcasts give students opportunity to learn, practice and evaluate these skills. l We will be celebrating oral traditions of various cultures by recounting folkloric stories. Students will use a digital video camera to film one another’s dramatic interpretations of these stories. Working in groups, they will edit them and then upload these “podcasts” to the class website. l Related Standards: l IRA 2. 2 (Using a Wide Range of Instructional Practice, Including Technology) l IRA 4. 1 (Using Students’ Interests/Backgrounds as Foundations) l TEx. ES Competency 001 (Oral Language) l 3 rd Grade TEKs 2 A & B (Listening/Speaking – Oral Traditions) l 3 rd Grade TEKs 3 A, B & D (Oral Presentation to Audiences) l Students really love using the video camera (IRA 2. 2, 4. 1). This activity allows them to experience a new technology while practicing much-neglected speaking and listening skills (TEx. ES 001, TEKs 2 A & B, TEKs 3 A, B & D).
Tipsheet 21) What did you say? Encourage self-revision and peer review. l Patterson (2006) found that word processing facilitates the writing process in that students are able to write and revise continually, with collaborative efforts between students being encouraged by the ease of reading text on a readily-visible screen and the ease of changing the text itself. l Students will review their own writing as well as that of their classmates. On occasion, they will work in groups of 3, so that two peers collectively comment on the paper of the 3 rd, allowing for an exchange of ideas and reinforcing the classroom community of helping one another to become better writers. l Related Standards: l IRA 2. 1 (Using various grouping options) l IRA 3. 1 (Using a Wide Range of Assessment tools) l IRA 3. 2 and 3. 3 (Identifying student proficiencies and difficulties to tailor instruction) l TEx. ES Competency 008 (Written Language) l 3 rd Grade TEKs 18 C, D & E (Revision for various purposes/audiences, and correctness) l 3 rd Grade TEKs 19 A, B & E (Writing- Evaluation of one’s own and of others) l Grouping (IRA 2. 1) for the purposes of writing review of self and peers (IRA 3. 1, TEKs 18 C, D & E, TEKs 19 A, B, & E) helps students to strengthen writing (IRA 3. 2 and 3. 2) as they continue to build the classroom community.
Useful Sites l A Teachers Perspective – An informative article with many useful links can be found here. The “Hypercard Stacks” link seems particularly useful, as it is specifically about integrating technology into a Language Arts Curriculum, offering several lesson ideas centered around novels. This would be primarily useful in secondary classrooms. l l Integrating Technology into your Curriculum- A plethora of links is presented, all categorized under the headings of Project-based Thematic Units, Using the Internet, Searching, Slideshow Presentation Tutorials, Curriculum integration Teacher Sites, Using Databases, Excel Tutorials, Assessments and the One-Computer Classroom. Who could ask for anything more? l l http: //www. nhusd. k 12. ca. us/cue. html http: //www. k 12. hi. us/~dtisdell/integration/resource. html 4 Teachers. org- This a a wonderful site, with too many resources to list. The site is dedicated to helping teachers integrate technology, and provides online resources, games, rubrics and much more! Take a look at: l http: //www. 4 teachers. org/
Useful Sites l Internet for Classrooms – A list of 36 links to lesson plans for technology integration for all grades (K-12) on a variety of engaging topics. Some interesting titles include: Buy Low-Sell High, World Pizza, and Tell a Totem Story. l l http: //www. internet 4 classrooms. com/integ_tech_lessons. htm Best Practices for Technology Integration- On this site, one will find links to tech-integrated lesson plans organized first by grade level, then by subject, including Fine Arts, Integrated Arts, Language Arts, Mathematics, Science, Social Studies, Special Education, and Technology. l l (Continued) http: //remc 11. k 12. mi. us/bstpract/ Tools for the TEKS- Integrating Technologybenefits of “podcasting”, including the fact provides students with a wide internet-based interesting links are also provided. Access l This site explores the it is inexpensive and audience. Several this site at: http: //www. wtvi. com/TEKS/05_06_articles/classroom-audio-podcasting. html
Webliography l APA Citations l 4 Teachers. org. Retrieved November 10, 2007, from Technology in the classroom Web site: http: //www. 4 teachers. org l Anonymous, Best practices of technology. Retrieved November 20, 2007, from Berrien county intermediate school district Web site: http: //remc 11. k 12. mi. us/bstpract/ l Brooks, S. & Biles B. (2007, February 18). Integrated technology lesson plan. Retrieved November 15, 2007, from Internet 4 classrooms Website: http: //www. internet 4 classrooms. com/integ_tech_lessons. htm l Forrest, M. & Forrest, D. (1998, May). Integrating technology into the classroom: A teacher's perspective. Retrieved November 17, 2007, from New Haven Unified School District Web site: http: //www. nhusd. k 12. ca. us/cue. html l Fryer, W. A. (2007, October 4). Classroom audio podcasting. Retrieved November 20, 2007, from Tools for the TEKs Web site: http: //www. wtvi. com/TEKS/05_06_articles/classroom-audio -podcasting. html l Tisdale, D. Integrating technology into your curriculum. Retrieved November 19, 2007, from Integrating technology into your curriculum Web site: http: //www. k 12. hi. us/~dtisdell/integration/resource. html
Bibliography l Blase, Dean W. (2002). A new sort of writing: E-mail in the E-nglish classroom. English Journal. 99: 2, 47 -51. l Carroll, M. (2004). Cartwheels on the keyboard: Computer-based literacy in the elementary classroom. Delaware: International Reading Assn. l Dreher, P. (2000). Electronic poetry: Student-constructed hypermedia. English Journal, 90(2), 68 -73. l Gambrell, L. B. , Morrow, L. M. & Pressley, M. (Eds. ) (2007). Best practices in literacy instruction 3 rd ed. New York: Guilford Press. l Hadaway, Nancy. (2007). Lesson 4: Teaching with literature: Exploring diverse genres. Arlington, Texas. 3 -4. l Patterson, Nancy (2006). Computers and writing : The research says yes!. Voices from the Middle. 13: 4, 56 -61. l Tchudi, S. & Mitchell, D. (1999). Exploring and teaching the English language arts. New York: Longman. l Thomas, P. L. (2001). Standards, standards everywhere, and not a spot to think. English Journal, 91(1), 63 -67
Teacher Interview l I interviewed Erin Coates, the English Department Chair at Liberty High School in Frisco ISD. l a) Are you familiar with the Social Constructivism Theory? l I am not familiar with it. l b) How does your school district support teacher professional development? l The district provides professional development opportunities throughout the year and the summer. We have a system for viewing and signing up for courses. We also have some lead way within our schools to complete professional development. For example, we will sometimes meet as departments in the summer to analyze TAKS data or write curriculum. l c) Do you belong to a professional organization related to language/literacy instruction? If so, which organization? l Not at this time. d) Have you ever attended a professional conference such as the Texas State Reading Assoc state meeting, etc. ? What was that experience like? l I attended the state middle school conference years ago, and it was wonderful. It was a great venue for sharing ideas. I am looking for something similar to attend this year or next. The best conferences I have been to recently are the AP Summer Institutes. l l e) In what ways do you integrate technology in your classroom? Are there any resources you would suggest? l Each classroom has an LCD projector and opaque projector that I just could not live without. We are also incorporating Exam. View into our assessment design, and that seems to be a great tool.
Want to see it for yourself? l Major portions of this book are available online for your review. and paste the following link into your browser: l Copy http: //books. google. com/books? id=x 3 SXg. Uh_3 FMC&dq=cartwheels+on+the+keyboard&pg= PP 1&ots=XZEr. ZZ 6 HCk&sig=3 t. U 7 Aze 1 YWdimqi. SR 54 bvsf 28 fs&prev=http: //www. google. com/s earch%3 Fhl%3 Den%26 rls%3 DGWYA%252 CGWYA%253 A 200606%252 CGWYA%253 Aen%26 q%3 Dcartwheels%2 Bon%2 Bthe%2 Bkeyboard&sa=X&oi=print&ct=titl e&cad=one-book-with-thumbnail#PPA 119, M
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