Journal Response: Supporting Striving Readers Through Technology-Based Instruction

Supporting Striving Readers Through Technology-Based Instruction

     

     The article Supporting Striving Readers Through Technology-Based Instruction focused on a case study attempting to determine whether or not the use of digital, technology based teaching techniques and materials improved the reading proficiency of children. The participating reading specialists were observed during the capstone semester of their masters program. Data was collected via observations, student performance (progress monitoring and assessments), and self-evaluation and questionnaires. 
     Notable uses of technology during the case study were Flip video cameras for recording readers theatre and to document student reading, online resources to support vocabulary and to practice word skills, word processing programs for written responses, and multi-media programs which were used to create projects to foster comprehension. Teachers recorded their results in a portfolio which included an overview of the instructional activities and assessments used, daily lesson plans, reflective journal entries, and progress monitoring results for the students. Teachers were also observed and interviewed. 
     The results that were shared suggested that the students were more motivated and engaged when technology was used in lessons. Teachers reported that the students showed improvement in their reading, especially in regards to their fluency. The teachers also noted that because of the use of the Flip cameras to record and play back their students' reading for them, the students were able to become more aware of their reading and were able to set reading goals for themselves. 

     Although I was impressed by some of the uses of technology to support reading instruction, I wasn't impressed with the means of data collection as both the observations made by the professor on the teachers' performance and the teachers' observations and data recording were very subjective. Many of the uses of technology in this case study are simply slight alterations of teaching techniques that are typically used in reading instruction. As long as it's done with purpose and meaning, I certainly think there are benefits to implementing the SAMR framework to current reading instruction practices. Whether or not the technology has a direct positive impact on student reading performance or not, it would certainly add a new twist to reading instruction and would probably result in more motivation and engagement among students. 

Laverick, D. M. (2014). Supporting striving readers through technology-based instruction. Reading Improvement, 51(1), 11-19.

Journal Response: Integrated Elementary Technology Education

Integrated Elementary Technology Education

     After our class discussion about SAMR and reading an article about a fourth grade 1:1 classroom and the tasks that they were accomplishing using technology, I began to wonder when the students began to develop these skills or if they were all taught during their fourth grade year. The article, Integrated Elementary Technology Education explains how direct technology education can be incorporated into what classroom teachers are already doing in the classroom rather easily. The added responsibilities of the classroom teacher would simply be planning technology activities, instructing students on the safe use of tools, devices and materials, and acting as a facilitator and resource to help guide students. 
     The article goes on to say that the teacher will need to incorporate technology into their lessons with one of the two categories of technology activities; technology learning experiences and technology design problems. Technology learning experiences provide the students with understanding of technology and develop their technological awareness. Students are directly taught about technology and its uses. For instance, students could watch film, read literature, or go on a field trip to learn about technology and how it is used in areas. This could also be a lesson where students are directly taught how to use a certain type of tech device or program. In the second type of lesson, technology design problems, students are posed with a problem and given parameters outlining how and with what tools they can use to come up with a solution. This type of technology lesson would allow students to improve their problem solving skills while also learning how technology can assist them in the process. 
     
     As a primary elementary teacher, I'm beginning to realize that I may be letting down the intermediate elementary teachers in regards to preparing my students with the skills they need to effectively use technology to problem solve, communicate, record and present information. A conscious effort needs to be made by primary elementary teachers to modify their existing lessons and when planning new lessons to use the SAMR framework to incorporate technology into my lessons. Many times in primary elementary classrooms, the only use of technology occurs when the teacher is using it to present information to the students. Students need direct instruction on how to use the available tech devices. Once the students have been taught how to use these devices and programs, an effort needs to be made to allow time for the students to use the devices themselves to gather information, solve problems and present their findings. 

Ortega, C., & Ortega, R. (1995). Integrated elementary technology education. Technology Teacher, 54(5), 11.

Journal Response: How could open resources change schools?

How Could Open Resources Change Schools?

     The use of open resources could have many positive impacts on education. Immediately, the cost of textbooks would be eliminated. Textbooks are extremely expensive and schools, therefore, tend to use textbooks that are out of date and inaccurate. Moving away from textbooks would provide students with up to date information and access to current affairs. Using a digital database of resources would allow students to gather information from many sources rather than getting all of their information from one source which tends to be the case when using textbooks to educate. Another benefit of the use of open resources is its relevance to real-world applications that students will face later in their academic careers and work career allowing students to practice the collection, evaluation, and interpretation of information from the Internet and other digital resources. Finally, the use of open resources allows for student centered instruction and the presentation of information in a way that suits each individual student's learning style. 

     That being said, one can also see some negative impacts of moving away from the use of textbooks towards the use of open resources. For instance, in order to provide an equitable education, all students would need the same access to computers and devices. Schools would either have to allow students to use their own devices (a BYOD program) or provide all students with devices which can be restrictively expensive. Also, although more uncommon, many students still don't have computer access or Internet access at home. Teachers would have to be provided with professional development on how to teach using technology and how to use the devices and programs that may be used. Students and parents would have to be given guidance and instruction on how to gather and evaluate information independently. Finally, who is in charge of selecting or creating the databases of information that would be available to the students? After all, information that is pertinent and important to one area or school may not be as valuable in another area or school. 

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Literacy Instruction With Digital and Media Technologies

An Introduction to transitioning to a 1:1 Elementary Classroom

     The journal Literacy Instruction With Digital and Media Technologies documents how the author, Todd Wright, implemented the use of technology for literacy instruction in his fourth grade classroom. Although the examples of instructional methods using technology described in the article focus on literacy, the bulk of this article focused on the journey of Fernley Elementary from a school that relied solely on books and paper for instruction to reaching their goal of 80% of instruction being supported with technology in their fourth and fifth grade classrooms. 

     The journal began with a look at the typical daily schedule for literacy instruction for the students in Todd's 1:1 fourth grade classroom. The students began the day by independently logging in to their class website to gather the assignments and agenda of tasks for the day. The students then complete an independent vocabulary activity finding the definition of vocabulary, using them in writing using word processing programs and drawing pictures of the vocabulary using a drawing app. The students then respond to a mini lesson provided by their teacher in a blog and respond to their classmates comments as well. During literacy rotations students were able to work in small groups with the teacher's guidance and were expected to complete independent tasks related to the daily literacy lessons on using their computers. The students continue using their laptops to complete blogs, complete writing assignments, and complete their nightly homework. 

     The description of the fourth graders' use of technology to complete meaningful tasks independently was very impressive; but how did they get there? The students at Fernley Elementary began receiving direct instruction on the use of technology in kindergarten during their weekly technology class in the school's computer lab. Students were taught how to gather and evaluate information from the Internet, how to write using word processing programs, and how to create multimedia projects. The school also began using two mobile laptop carts to allow more exposure to the laptops in the classroom. By the time the students reached fourth grade they were proficient and confident enough in the use of technology that they were able to successfully complete the independent tasks already identified.

     I am always amazed when observing or reading about 1:1 elementary classrooms. After all, my six and seven year-old first graders are still working on letter sounds and tying their shoes! Although first graders are coming into the classroom with an impressive understanding of how to casually use technology because of video games, cellphones and tablets, they aren't yet prepared to use technology in an academic setting in meaningful ways. This article really impressed upon me how important it is to provide students with direct instruction on the use of tech devices and their application in an academic setting at an early age. I think too often in elementary classrooms the extent of the students' use of technology is limited to academic games because they can be independent and successful. More time needs to be spent planning meaningful use of technology in the primary classroom that will help lay the foundation for the skills that they will be expected to have and the tasks they will be expected to accomplish later in their academic careers. 

Barone, D., & Wright, T. E. (2008). Literacy instruction with digital and media technologies. Reading Teacher, 62(4), 292-303.