Enhancing Literacy Instruction through Technology

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Enhancing Literacy Instruction through Technology

• Sheila Watson
• Angela Arnold
• Pekin Public School District 108

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Introductions Background

• Introductions
• Curriculum Study
• Professional Development Academy Course

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Professional Development Academy Course
District 108

• Using classroom data, participants walk through
  the analysis of classroom and district data and
  begin assessing the needs of the students in
  their individual classrooms.
• Through the framework of differentiation and
  engaged learning, we begin incorporating
  technology as a tool to meet the needs of all
  learners.

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• During class time, we cover theory and hands on
  learning with applications and technologies
  available in the district.  
• Assignments all relate to putting "theory in to
  practice".  
• PDA course instructors are available to model and
  work with individual teachers on these
  assignments.

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Topics for Today

• Why technology?
• Using data to differentiate
• Best practices with technology for
  differentiation and engaged learning
• Digital and information literacy
• Specific resource information
• Bringing it all together

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The world has changed

• ...and so must we.

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ISTE NETSS 2007

• Creativity and Innovation
• Communication Collaboration
• Research Information Fluency
• Critical Thinking, Problem-Solving,
  Decision-Making
• Digital Citizenship
• Technology Operations and Concepts

http//www.iste.org/Content/NavigationMenu/NETS/NE
TSRefreshProject/NETS_Refresh.htm
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ISTE NETST 2008
Facilitate and Inspire Student Learning
Creativity Design and Develop Digital-Age
Learning Experiences and Assessments Model
Digital-Age Work and Learning Promote and Model
Digital Citizenship and Responsibility Engage in
Professional Growth and Leadership
http//www.iste.org/Content/NavigationMenu/NETS/NE
TSRefreshProject/NETS_Refresh.htm
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Transforming Learning Environments
Traditional Environments
Emerging Learning Landscape
Lockstep, prescribed-path progression
Flexible progression with multipath options
Limited media, single-sense stimulation
Media-rich, multisensory stimulation
Traditional literacy and communication skills
Digital literacies and communications skills
In-school expertise, content and activities
Global expertise, information, and learning
experiences
Converging information and communication systems
Stand-alone communication and information tools
Mastery of fixed content and specified processes
Student engagement in definition, design, and
management of projects
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Transforming Learning Environments
Traditional Environments
Emerging Learning Landscape
Teacher directed, memory-focused instruction
Student-centered, performance-focused learning
Isolated work on invented exercises
Collaborative work on authentic, real-work
projects
Factual, literal thinking for competence
Creative thinking for innovation and original
solutions
Primary focus on school and local community
Expanded focus including digital global
citizenship
Integrated assessment for learning
Isolated assessment of learning
Knowledge from limited, authoritative sources
Learner-constructed knowledge from multiple
information sources and experiences
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Data Sources
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Three Types of Data

• Outcome data
• Demographic data
• Process data

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Outcome Data

• Describe how a student or group of students is
  doing at a particular point in time
• Communicate the degree to which a student or
  group of students has acquired specified
  knowledge, skills and attitudes
• Are measureable

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Demographic Data

• Help staff understand their students and their
  unique needs
• Provide vital information regarding the students,
  their families, and their community
• Identify factors that must be considered in
  instructional decision making

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Process Data

• Include information related to the schools
  and/or districts effort to promote a high level
  of student achievement
• Help staff make effective instructional decisions
• Refer to variables the staff has some degree of
  control over

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Class Data

• Each teacher is asked to bring any data they have
  collected
• All district data is compiled in to an Excel
  workbook for each teacher, includes demographic
  data
• K-3 and 4-8 groups meet and discuss data

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User-Friendly Sequence for Analyzing Data

• What do we know as a result of examining these
  data?
• What do we think (hunches) as a result of
  examining these data?
• What do we want to know as a result of examining
  these data?
• How can we use these data for instructional
  decision making?

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Disaggregated Data

• How did the performance of subgroups compare with
  one another?
• Were you surprised by any of the subgroups
  performance?

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Implications for Instructional Decision Making

• Who might be grouped together for instruction?
  Why?
• What knowledge and skills might be the initial
  focus of instruction? Why?
• How might instruction (strategies) be delivered?
  Why?

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Overcoming Obstacles

• Teachers often feel overwhelmed when faced with
  data

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Differentiation

• Need to know the following about students
• What they know and dont know
• What motivates them
• How they learn best
• Goal is to create real learners

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Goals of Differentiation

• Differentiated instruction helps students not
  only master content, but also form their own
  identities as learners.

Tomlinson, C.A., (2008). The Goals of
Differentiation. Educational Leadership,
66(3), 26 30.
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• Building Trust students must believe that the
  teacher is on their side
• Ensuring Fit making sure the learning fits the
  student
• Strengthening Voice give students power over
  their own destinies as learners
• Developing Awareness real learners understand
  how learning works

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Curriculum Study

• Language Arts
• 3 year process
• Research
• Came up with Learning Theory Statements
• Entire staff has been working with these

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Learning Theory Statements

• Learning is an interrelated process each kind of
  learning enhances and reinforces others.
• Learning is a continually evolving process.
• Reading, writing, and learning require an ongoing
  thought process.
• Students learn best when given appropriate
  materials.

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• Students learning best when given appropriate
  support and opportunities.
• Students learn best in a safe an engaging
  environment.
• Students learn best when they are intrinsically
  motivated.
• Students learning deepens through social
  interaction.
• Learning deepens with reflective, expert
  teachers.

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How to Begin?

• Start small
• Move slowly but surely
• Envision and predict
• Reflect and access

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Websites

• http//www.pekin.net/pekin108/assistant_superinten
  dent/technology/ietc08.html
• http//www.pekin.net/pekin108/contribute/swatson/d
  iffer.htm