Jazzing Up Literacy By Integrating Technology

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Jazzing Up Literacy By Integrating Technology

• by Cindy Gardner

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• "If students can't learn the way we teach, we
  must teach the way they learn. - Tomlinson

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• Conventional literacy refers to language arts
  processes of listening, speaking, reading, and
  writing that are related to linear text.
• McKenna, M., Labbo, L., Reinking, D. (2004).

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• Electronic literacy expands on conventional
  literacy by adding digital and multimedia
  materials to the fundamentals.
• McKenna, M., Labbo, L., Reinking, D. (2004).

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• According to the U.S. Department of Education
  (1997) technological literacy is the ability to
  use computer-related technologies to
• (a) improve productivity, performance, and
  learning and

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• (b) expand the knowledge base to use these tools
  in content areas so that students academic
  achievement improves.

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How can technology be integrated into the
literacy environment?
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What is included in a literacy rich environment?

• dramatic play
• daily reading
• extended discourse
• experimentation with writing materials
• book talks

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Dramatic Play

• Include puppets to act out stories in the
  listening center
• Write news script and then read it on the
  schools afternoon news program
• Interview classmates
• Create a monthly newsletter for parents
• Create a class scrapbook

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Daily Reading

• Books
• On tape/CD
• Online
• Readers Theatre
• Record then play back
• Video then watch

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Extended Discourse

• Discussions about class work or projects
• Discussion board
• Collaborative work on assignments
• Email

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Writing

• Instead of traditional pencil and paper students
  can use a computer to
• Create graphic organizers
• Format report using word processor
• Insert illustrations from clip art or digital
  camera into documents
• Publish finished project

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Book Talks

• Can be used to promote books in the class and
  school library
• Create book clubs to share with class
• Look at book summaries/reviews online then allow
  time for discussion

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North Central Regional Educational Laboratory
(2005). Retrieved March 13, 2006 from
http//www.ncrel.org/sdrs/areas/issues/methods/tec
hnlgy/te800.htmtype

• To be effective technology must be used to
  promote new learning goals and teaching
  strategies that are student-centered,
  collaborative, engaging, authentic,
  self-directed, and based on development of
  higher-order thinking skills.

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Teachers fit technology into the curriculum using
three general formats

• Spur-of-the-minute ideas
• Targeted moments
• Thematic connections

Labbo, L.D., Sprague, L., Montero, M.K., Font,
G. (2000, July).
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Spur-of-the-minute

• When students have questions and they all do
• You can use a computer with internet access to
  find relevant information
• Use digital camera to photograph object in
  question then discuss or use as a writing prompt

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Targeted Moments

• Usually last 5-10 minutes and can be used to
• Provide background knowledge
• Follow up on a spur-of-the-minute lesson
• Reinforce a concept learned
• Introduce a new way to use technology

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Thematic Connections

• Work well across all grades and subject areas.
• Share, display, and discuss books and related
  software prior to use
• Encourage students to explore new programs
• Provide positive feedback by celebrating
  completed projects

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• According to Labbo (1996), students use
  computers as a literacy tool to compose writing
  with images, drawing, and graphics to elaborate
  thinking.

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• Bruce and Hogan (1998) point out that
  technologies that are truly integrated into daily
  life are invisible.

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Interesting Web Sites

• Florida Sunshine State Standards Web Resources
  http//www.itrc.ucf.edu/techsss/sssgl.html
• International Reading Associations Literacy
  Links http//www.reading.org/resources/community/l
  inks.html

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Ways to become more tech savvy

• Dont be afraid to try something new!
• Participate in technology related staff
  development.
• Know technology support available to you. Record
  contact information in your lesson plan book for
  easy access.
• Include technology in your individual
  professional development plan.
• Find a colleague to collaborate with.

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• As educators we should continually reflect on
  that which we can do to improve instruction.
  Adult modeling is as important in the acquisition
  of electronic literacy as it is in conventional
  literacy.

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It is not the strongest of the species that
survive, nor the most intelligent, but the one
most responsive to change. - Charles
Darwin
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Thank You For Coming Today!

• Please take what youve learned, add it to what
  you already knew, and run with it.

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References

• Bruce, B.C. Hogan, M.P. (1998). The
  disappearance of technology Toward an ecological
  model of literacy. In D. Reinking, L.D. Labbo,
  M.C. McKenna, R.D. Keiffer (Eds.), Handbook of
  literacy and technology Transformations in a
  post-typographic world (pp. 269-281). Mahwah,
  NJ Lawrence Erlbaum.
• Flood, J., Heath, S.B., Lapp, D. (Eds.).(1997).
  Handbook of research on teaching literacy through
  the communicative and visual arts. New York
  MacMillan.
• Labbo, L. (1996). A semiotic analysis of young
  childrens symbol making in a classroom computer
  center. Reading Research Quarterly, 21, 356-385.
• Labbo, L.D., Sprague, L., Montero, M.K., Font,
  G. (2000, July). Connecting a computer center to
  themes, literature, and kindergartners' literacy
  needs. Reading Online, 4(1). Retrieved March 13,
  2006, from http//www.readingonline.org/electroni
  c/labbo/
• McKenna, M.C., Labbo, L., Reinking, D. (2004).
  Effective Use of Technology in Literacy
  Instruction. Issues and Trends in Literacy
  Education. Pearson Education, Inc.
• North Central Regional Educational Laboratory
  (2005). Critical Issue Using Technology to
  Improve Student Achievement. Retreived March 13,
  2006 from http//www.ncrel.org/sdrs/areas/issues/m
  ethods/technlgy/te800.htmtype
• U.S. Department of Education. (1997). President
  Clintons call to action for American education
  in the 21st century Technological literacy.
  Retrieved May 23, 2001, from http//www.ed.gov/upd
  ates/PresEDPlan/part11.html