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.