Transcript of Literacy and Technology Integration in the Classroom Stephanie Ciaravolo Final Presentation.
- Slide 1
- Literacy and Technology Integration in the Classroom Stephanie
Ciaravolo Final Presentation
- Slide 2
- Table of Contents Statement of the problem Review of the
literature Hypothesis Method Results Discussion Implications
References
- Slide 3
- Statement of the Problem Pre-service teachers are learning
technological tools and concepts during their education. However,
when it comes time to implement this knowledge there is a lack of
ability of bringing this theory to reality. With an increase of
proper use of technology in the classroom, perhaps student
participation and active engagement will also increase.
- Slide 4
- Review of the Literature
- Slide 5
- Pros Pierson defined technology integration as teachers
utilizing content and technological and pedagogical expertise
effectively for the benefit of students learning. Woodbridge,
Techlearning.com
- Slide 6
- Nicaise and Barnes compared technology to a tool that they used
to promote a student centered, active learning environment - Rachel
Karchmer
- Slide 7
- Cons Connecting media literacy to the state standards for
subject areas is currently a major challenge of the media literacy
movement - Elizabeth Thoman
- Slide 8
- Teachers are not generally prepared to use these new
technologies of literacies or to teach children how to use them
effectively - Rachel Karchmer
- Slide 9
- Theorists Lev Voygotsky More knowledgeable Other Piaget
Developmental Theory Howard Gardner 8 Multiple Intelligences
- Slide 10
- Current Practices Internet Smart Board Electronic Books
- Slide 11
- Statement of the Hypothesis Hr1: Integrating technology in the
literacy curriculum several times a week over a six- week period to
8 special needs students in Private School X on Long Island, New
York will increase students interest in literacy and reading.
- Slide 12
- Method Participants 8 Special Needs Students Instruments
Consent forms Pre and post surveys Demographic survey Design Single
group pretest post test design, OXO Threats to internal validity:
History, Maturation, Instrumentation Threats to External Validity:
Generalizable conditions Procedure
- Slide 13
- Results Graph 1 is a bar graph representation of the pre survey
question number four I like using computers to read.
- Slide 14
- Graph two is a bar graph representation of the post survey
question number four, I like using computers to read.
- Slide 15
- The correlation of between participants liking to use a
computer to read and how often they read at home is rXY=.23.
Although positive, it is not a strong enough correlation to say
that using a computer effects how much a person likes to read.
- Slide 16
- For this correlation rXY=0. There is no correlation between how
many computers are in the participants homes and liking to read
using computers
- Slide 17
- Discussion The results of this study do not support the
original hypothesis that integrating technology in the literacy
curriculum will increase students interest in reading and literacy.
Technology promotes literacy education (Kaya et al, 2010). However,
in this situation the technology did not promote education. The
participants were interested and asked for more technology, the
teacher asked for websites for where she could find electronic
books, however according to the surveys there was a not a strong
enough correlation. According to Means et al. (1993), and NCATE
(1997) There is research indicating that the use of new
technologies in teaching and learning may improve student
achievement ( in Karchmer, 2001).
- Slide 18
- Implications This study had a very small amount of
participants. Due to this, the results may not show what a larger
sample would show. This study should be done again using a much
larger sample size of special education, general education, and
gifted and talented students. Also, because the study only used
special education students, the results do not show what the
results would if there were higher functioning students involved.
This would help generalize the results and get a wider variety of
scores. By involving a more diverse sample, more technology could
be implemented into the study and tests could be given to see if
scores improved due to the intervention. Further research is needed
to test the effects of technology as an intervention in literacy.
Although the students reacted well to the intervention, a longer
period of time is needed by the researcher to conduct the study to
test the effects on the sample. The study showed that the students
like to read more after the intervention.
- Slide 19
- References Atherton, J. S., (2009). Learning and Teaching;
Piaget's developmental theory. Retrieved from
http://www.learningandteaching.info/learning/piaget.htm. Barone, D.
and Wright, T., E. (2009). Literacy Instruction with Digital and
Media Technologies. The Reading Teacher, 62(4), 292- 303. Retrieved
from JSTOR. DOI:10.1598/RT.62.4.2 Bruce, B. C., and Bishop A. P.
(2002). Using the Web to Support Inquiry-Based Literacy
Development. Journal of Adolescent & Adult Literacy, 45(8), 706
714. Retrieved from JSTOR. Coiro, J. (2003). Exploring Literacy on
the Internet: Reading Comprehension on the Internet: Expanding Our
Understanding of Reading Comprehension to Encompass New Literacies.
The Reading Teacher, 56(50), 458-464. Retrieved from JSTOR.
Dickinson, D. (2000). How Technology Enhances Howard Gardners Eight
Intelligences. Retrieved from
http://www.america-tomorrow.com/ati/nhl80402.htm. Dugger, W. E.
Jr., Meade, S. D., Delany, L., & Nichols, C. (2003). Advancing
Excellence in Technological Literacy. Phi Delta Kappa
International, 85(4), 316-320. Retrieved from JSTOR. Gambrell, L.
B. (2005). Issues and Trends in Literacy: Reading Literature,
Reading Text, Reading the Internet: The Times They are aChanging.
The Reading Teacher, 58(6), 588-591. Retrieved from JSTOR.
DOI:10.1598/RT.58.6 Irving, K. E. & Bell, R. L. (2004). Double
Visions: Educational Technology in Standards and Assessments for
Science and Mathematics. Journal of Science Education and
Technology, 13(2), 255- 266. Retrieved from JSTOR. Karchmer, R. A.
(2001). The Journey Ahead: Thirteen Teachers Report How the
Internet Influences Literacy and Literacy Instruction in Their K 12
Classrooms. Reading Research Quarterly, 36(4), 442- 466. Kaya, M.,
Oconnor-Petruso, S.A. & Girelli-Carasi, F. (2010). Literacy A
Critical Constituent for Successful Globalization. In
Oconnor-Petruso, S.A. & Girelli-Carasi, F. (Eds.),
Globalization Technology, Literacy & Curriculum (56-71).
Location: New York. Kim, J. & Anderson J., (2008). Mother-child
shared reading with print and digital texts. Journal of Early
Childhood Literacy, 8(2), 213-245. Retrieved from SAGE. DOI
10.1177/1468798408091855 Larson, L. C. (2008). Electronic Reading
Workshop: Beyond Books with New Literacies and Instructional
Technologies. Journal of Adolescent & Adult Literacy, 52(2),
121-131. Retrieved from JSTOR. Doi:10.1598/JAAL.52.2.3 Learning
Theories Knowledgebase (2010, April). Social Development Theory
(Vygotsky). Retrieved from
http://www.learning-theories.com/vygotskys-social-learning-theory.html
Leu, D. J. Jr. (2002). Exploring Literacy on the Internet: Internet
Workshop: Making Time for Literacy. The Reading Teacher, 55(5), 466
472. Retrieved from JSTOR. Leu, D. J. Jr. (2001). Exploring
Literacy on The Internet: Internet Project: Preparing Students for
New Literacies in a Global Village. The Reading Teacher, 54(6),
568-572. Retrieved from JSTOR. Luke, C. (2000). New Literacies in
Teacher Education. Journal of Adolescent and Adult Literacy, 43(5),
424-435. Retrieved from JSTOR. MacArthur, C. A., Ferretti, R. P.,
Okolo, C. M., & Cavalier, A. R. (2001). Technology Applications
for Students with Literacy Problems: A Critical Review. The
Elementary School Journal, 101(3), 273 - 301 Malloy, J. A. &
Gambrell, L. B. (2006). Issues and Trends in Literacy: Approaching
the Unavoidable: Literacy Instruction and the Internet. The Reading
Teacher, 59(5), 482 484. Retrieved from JSTOR. doi:10.1598/RT59.5.8
Martin, L. M. (2003). Web Reading: Linking Text and Technology. The
Reading Teacher, 56(8), 735- 737. Retrieved from JSTOR. Olsen, J.
K. & Clough, M. P. (2001). Technologys Tendency to Undermine
Serious Study: A Cautionary Note. The Clearing House, 75(1), 8-13.
Retrieved from JSTOR. Schmar-Dobler, E. (2003). Reading on the
Internet: The Link between Literacy and Technology. Journal of
Adolescent & Adult Literacy, 47(1), 80-85. Retrieved from
JSTOR. Semali, L. (2003). Ways with Visual Languages Making the
Case for Critical Media Literacy. The Clearing House, 76 (6), 271-
277.
- Slide 20
- Larson, L. C. (2008). Electronic Reading Workshop: Beyond Books
with New Literacies and Instructional Technologies. Journal of
Adolescent & Adult Literacy, 52(2), 121-131. Retrieved from
JSTOR. Doi:10.1598/JAAL.52.2.3 Learning Theories Knowledgebase
(2010, April). Social Development Theory (Vygotsky). Retrieved from
http://www.learning-theories.com/vygotskys-social-learning-theory.html
Leu, D. J. Jr. (2002). Exploring Literacy on the Internet: Internet
Workshop: Making Time for Literacy. The Reading Teacher, 55(5), 466
472. Retrieved from JSTOR. Leu, D. J. Jr. (2001). Exploring
Literacy on The Internet: Internet Project: Preparing Students for
New Literacies in a Global Village. The Reading Teacher, 54(6),
568-572. Retrieved from JSTOR. Luke, C. (2000). New Literacies in
Teacher Education. Journal of Adolescent and Adult Literacy, 43(5),
424-435. Retrieved from JSTOR. MacArthur, C. A., Ferretti, R. P.,
Okolo, C. M., & Cavalier, A. R. (2001). Technology Applications
for Students with Literacy Problems: A Critical Review. The
Elementary School Journal, 101(3), 273 - 301 Malloy, J. A. &
Gambrell, L. B. (2006). Issues and Trends in Literacy: Approaching
the Unavoidable: Literacy Instruction and the Internet. The Reading
Teacher, 59(5), 482 484. Retrieved from JSTOR. doi:10.1598/RT59.5.8
Martin, L. M. (2003). Web Reading: Linking Text and Technology. The
Reading Teacher, 56(8), 735- 737. Retrieved from JSTOR. Olsen, J.
K. & Clough, M. P. (2001). Technologys Tendency to Undermine
Serious Study: A Cautionary Note. The Clearing House, 75(1), 8-13.
Retrieved from JSTOR. Schmar-Dobler, E. (2003). Reading on the
Internet: The Link between Literacy and Technology. Journal of
Adolescent & Adult Literacy, 47(1), 80-85. Retrieved from
JSTOR. Semali, L. (2003). Ways with Visual Languages Making the
Case for Critical Media Literacy. The Clearing House, 76 (6), 271-
277.
- Slide 21
- Thoman, E. (2003). Media Literacy: A Guided Tour of the Best
Resources for Teaching. The Clearing House, 76(6), 278-283.
Retrieved from JSTOR. Watts-Taffe, S., Gwinn, C. B., Johnson, J.
B., & Horn, M. L. (2003). Preparing Preservice teachers to
integrate technology with the elementary literacy program. The
Reading Teacher, 57(2), 130 138. Woodbridge, J. (2004). Technology
Integration as a Transforming Teaching Strategy. Technology and
Learning. Retrieved from
http://www.techlearning.com/article/2022.