Chapter+12+Technologies,+Digital+Media,+and+Reading+Instruction

Technologies, Digital Media, and Reading Instruction = = EDU 740 UNE Jay S. Blanchard and Alan E. Farstrup Chapter 12 Dawn Belden, Maureen Cooper, Rachel Roberge, Tammy Hilton, Courtney Cooper

In many classrooms, teachers and children have access to multiple technologies for use in reading instruction- interactive whiteboards, DVDs, MP3s, PDAs, ITouches or IPads, apps (applications, usually meaning those used on mobile devices), video games, smart phones (e.g., iPhone, Android), smart toys, podcasts, e-book readers, tablet computers, digital storybooks, electronic learning aids, virtual worlds, and more (Blanchard & Moore, 2010).

= Top 10 Reasons to Use Technology in Education: iPad, Tablet, Computer, Listening Centers = [|Top 10 Reasons to Use Technology in Education: iPad, Tablet, Computer, Listening Centers]

//Maureen Cooper// Stages in the History of Within-Classroom Technology Use

===="The use of technologies in classroom reading instruction has at least a 50-year history, which can be described in four stages: (1) curiosity, discovery, experimentation; (2) simple adaptation; (3) connectivity (the Internet and the World Wide Web); and (4) integration and coordination" (Samuels and Farstrup, 2011, p. 292).====

**//Stage 1: Curiosity, Discovery, Experimentation//**

 * Low cost and rudimentary personal computers begin to appear
 * Teachers realize the potential of technology, but do not know how to use it to improve instruction
 * Most technology is used for administrative and record keeping purposes

//**Stage 2: Simple Adaptation**//

 * Computers are used for simple drill and practice activities
 * Computer labs are installed in many schools
 * Personal computers are becoming more common in schools and applications are becoming more sophisticated

//**Stage 3: Connectivity - The Internet and the World Wide Web**//
 * There are more specifically designed applications for classroom use
 * District wide networks are created in many schools
 * The ability to find lesson materials and research online becomes more common
 * Communication with parents increases
 * More technology becomes available for classroom use (LCDs, Smart Boards, etc.)

//**Stage 4: Integration and Coordination**//

 * Technology is now used for targeted purposes
 * Technology provides a wide range of new and traditional instructional tools

Ways to Use Technology in the Classroom [] ~Rachel Roberge ** Implementation of Technology in Reading ** ** Instruction **




 * The US national education technology plan (NETP) proposes technology implementation that: **


 * "brings state-of-the-art technology into learning to enable, motivate and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning and to enable continuous lifelong learning" (Samuels and Farstrup, 2011, pg. 301). **


 * The George Lucas Educational Fund has a very good definition of how technology should be used. They state that "Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals" (Samuels and Farstrup, 2011, pg. 301). **


 * Therefore, it is important that technology be used to support reading instruction in a way that reflects the entire curriculum, so that students are engaged in each step of the process and teachers can support their progress. The NETP calls for connected teaching. In other words, teachers must be connected to content, resources and data that allow them to assure students are getting relevant learning experiences. There is a strong case made for the necessity of having teachers involved in regular professional development that will strengthen their computer and technology literacy skill. **



**Key Questions to Consider about Technology and Teaching Children to Read **




 * 1. Is a process established in your school or district for reading specialists, technology specialists, classroom teachers, and special educators to collaborate on **
 * reviewing the possibilities and recommending uses of technology to enhance reading instruction? **


 * 2. What technologies (hardware and software) are available in your school or district to support reading instruction? How are they currently being used? How are teachers prepared to use them effectively? **


 * 3. Which of the five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary and comprehension) need to be strengthened in your school or district? Which technologies can enhance these components? **


 * 4. How is your school providing reading instruction to students who are reading below their grade levels? ESL students? Special needs students? How can technology support teachers in helping these students? **


 * 5. Is information being provided to parents about how technology can help their children learn to read both at school and at home? **
 * Dawn Belden **

Outside-Classroom Effect Studies: Tammy Hilton

 * Some teachers use elements from outside the classroom and implement them with technology in the classroom. For example: Using PBS and its supplemental materials for a lesson directly from the website.

*This could be hard if teachers are unaware of what particular websites such as PBS or the History channel have to offer for teachers or if the material is simply not engaging for students or not at their level.

*"In the case of television, there is a large empirical database that describes outside-the-classroom technology effects on reading" (Samuels and Farstrup, 299).

*Television is the main component of technology that studies have looked at, but it's not the only one. There are a few studies that have also looked at components such as computers (home and school), voice mail, and other software. For some studies the assumption that students had a home computer of some sort (laptop or desktop) was used.

*SURPRISING OUTCOME: Achievement was only showed to be effected by 1/10th and none of the studies showed an effect or data on reading instruction.

*MORE SURPRISING OUTCOMES: "...The general computer use and Internet access in the home across a state wide population did not lead to significantly higher test scores in reading achievement at fifth through eighth grade" (Samuels and Farstrup, 300).  HOWEVER: A 1997 Youth Survey and 2000-2003 Survey of the current population DID show a significant relationship between those with home technology such as a computer and reading achievement.

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">THE RESULT: More research needs to be done on technologies and how, or if, they effect reading achievement

Possible Technologies: DVDs, Digital Storybooks, Video games, Talking books, Blogging, Internet/Online, Media Creation Tools, and Web hosted multimedia software.

References: Samuels, Jay and Farstrup, Alan. //What Research Has to Say About Reading Instruction.// 2011. "Technologies, Digital Media, and Reading Instruction". (4th ed). Newark, DE: International Reading Association.

<span style="background-color: #ffffff; color: #c43636; font-family: Verdana,Geneva,sans-serif;">Story of a teacher trying to use technology both in and out of the classroom: http://www.mcclatchydc.com/2012/06/12/152089/promise-of-flipped-classroom-may.html

**__ By: Courtney Cooper __** Delicious.com is a great way to collect and save websites, images, videos and more in one, easy to navigate location. To use Delicious.com, you or your school can sign up for a membership. Once signed up, you can create as many pages as you’d like for your students to visit. This website is helpful in the classroom because it allows for teachers to offer safe, accurate information to their students without the fear of them finding unsafe, inappropriate, or inaccurate information in their own searches. Below is a sample Delicious page designed to help students with Grammar, you will see that there are several resources collected, all having to do with the study of grammar, and all approved by the creator of the Delicious page. To learn more about Delicious.com visit www.delicious.com/about
 * Ways to Introduce Technology to the Classroom **

Personal Reflections


 * What school officials need to remember is that technology alone does not make the difference, but rather how it is used. Many classrooms around the globe are furnished with state-of- the-art technology in the hands of educators that have little or no training to support effective implementation. Without proper staff development, teachers will not be motivated to enhance instruction through the use of technologies they are not comfortable with. In my opinion and through my own struggles in this area, I believe this needs to be a stronger area of focus during our undergraduate education studies. When I went back for this second degree in 2007, I was extremely intimidated with the technologies that my younger fellow students were fluent in. I continue to find my way with anxiety that comes from lack of practice and training. Both students and teachers alike need to have the confidence to embrace new methods and modalities of learning or risk taking and advanced achievements will be impeded. **
 * Dawn Belden **

I did a lot of fundraising last August to increase technology in my 1st grade classroom. I filled out several grants and sent out a few letters to some local businesses. This year I was able to fundraise for the top of the line Smartboard, projector, 2 IPads and 25 Fitballs instead of chairs in the classroom (these are not technology but I did fundraise for them). My students and I worked together to learn how to use all the new things in the classroom. I learned as much from them as they learned from me. I am able to differentiate so much easier with the IPads and the Smartboard. I don't have a problem learning right along side of my 1st graders when it comes to adding new technology to the classroom. Maureen Cooper