By: Elizabeth Rowland
New Literacies and Media
Technology is changing what it means to be literate.
Teachers are currently preparing students for jobs that don’t yet exist and to use technology that has not even been invented. Technology is changing at such a speed that educators cannot predict what skills our students need to know. We are in the 21st century and need to be teaching our students 21st century skills.
Digital Learner Survey
To gage student's digital interest, I conducted a digital learner poll for students to answer. I learned the value of surveying students’ knowledge, use, and enjoyment of technology. When I surveyed my students using the digital learners’ poll, I learned a lot about them as digital citizens. The results were very eye opening in that they showed that outside of school, very few of my students use technology for educational purposes. I was determined to do something to improve their use of technology. I identified educational sites that students can access from home, which would bridge the gap between what you can do on a device at home and a device at school. It is extremely important to gage where students are with both their ability and use of technology. Only by surveying the students in my classroom did I become aware as to how they use technology inside and outside of school.
Technological Pedagogical Content Knowledge
From my course work I have learned more about incorporating technology in my instruction. I found the Technological Pedagogical Content Knowledge (TPACK) framework to be essential when planning to use technology in the classroom. The article, “A Planning Cycle for Integrating Digital Technology into Literacy Instruction”, suggests elements that teachers should follow when planning digital technology. (Hutchison & Woodard, 2014 ). I realized it is crucial to follow the TPACK process in order because each element should reflect previous elements. When planning to use digital technology, I need to first identify a clear instructional goal, then identify the appropriate instructional approach, and finally I can select the appropriate digital technology to support the instruction. When planning these components, I need to think about how the digital tool will contribute to the instructional goal, identify any potential constraints, and then make any changes needed based on the resulting instruction. I will follow these components to help me intentionally and strategically create effective technology-based tasks for students. I found that this framework is the key to effectively integrate tasks that include digital technology in the classroom. Since learning about this framework, I have used it multiple times in my planning. Every time I used the framework, students successfully met the instructional goals with the use of technology. The digital tool added excitement and enhanced the lesson. It pushed students to think more critically, creatively, and collaboratively.
Technology can become the “wings” that will allow the educational world to fly farther and faster than ever before—if we allow it.
- Jenny Arledge
During my course work I was able to plan a Project Based Inquiry using the Technological Pedagogical Content Knowledge framework. In this PBI students were tasked with answering a compelling question through online research resources. Afterwards students created a digital product to present the information they learned.
To introduce students to the task, I started with a brief overview of the topic and posed different compelling questions related to the topic. Students were able to give their preference of which compelling question they wanted to research. Students worked in small groups throughout the entire process of the PBI Project. Throughout this PBI Project, the learning environment was student centered. I provided resources and different information to students. Students interacted with the e-book, article, or video and then discussed with their group what the main idea from the digital resource provided. I scaffolded students in grasping the most important detail, but helped students discover rather than direct instruction.
After implementing the PBI in my classroom I found that my students became eager to explore and research more on the internet. I observed students working cooperatively in groups and problem solving to help them be successful and motivated. After this project, not only did the students become eager to share the information that they learned, but they were also eager to apply it to their lifestyles.
Project Based Inquiry
Students' Digital Product
Digitize Vocabulary Activities
Studies have documented that vocabulary knowledge is highly predictive of reading comprehension. Though my course work I was able to learn more about ways to use technology to enhance vocabulary instruction to support comprehension. By incorporating vocabulary practice through multimedia sources, students are given another opportunity to actively receive information.
In the vocabulary activity below, students were able to further explore the meaning of essential vocabulary words related to a topic. Students were able to look at concept maps of the essential words to make connections to known words. Students then used a platform to create a visual of the words meaning. Students loved being able to create a product online.
Standards
North Carolina Standard Course of Study:
English Language Arts
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others.
W.3.5 Conduct short research projects that build knowledge about a topic.
W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Social Studies
2.C.1 Understand how various cultures influence communities.
2.C.1.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.)
2.E.1.1 Understand basic economic concepts
2.E.1.2 Explain the roles and impact producers and consumers have on the economy
Healthful Living Standards:
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2.NPA.2 Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation
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2.NPA.3 Remember nutrition and fitness concepts to enhance quality of life
ILA Standards for Classroom Teachers
-Standard 1: Foundational Knowledge: Candidates demonstrate knowledge of the major theoretical, conceptual, and evidence-based foundations of elementary/intermediate literacy and language and the ways in which they interrelate.
-Standard 2: Curriculum and instruction: Candidates apply foundational knowledge to critically examine elementary/intermediate literacy curricula; design, adapt, implement, and evaluate instructional approaches and materials to provide a coherent and motivating literacy program that addresses both general and discipline-specific literacy processes.
-Standard 4: Diversity and equity: Candidates examine their own culture and beliefs; set high expectations for their students; learn about and appreciate the cultures of their students, families, and communities to inform instruction.
-Standard 5: Learners and the Literacy Environment: Candidates apply knowledge of learner development and learning differences to create a positive, literacy-rich learning environment anchored in digital and print literacies.