1

LITERACY SPECIAL INTEREST

Journal of the

LITERACY SPECIAL INTEREST GROUP OF ISTE

International Society for Technology in Education

Spring 2014

V1 N2

2

LITERACY SPECIAL INTEREST Journal of the

LITERACY SPECIAL INTEREST GROUP OF ISTE

International Society for Technology in Education Spring 2014

V1 N2

Rights and Permissions

Submitting writers assure the journal that the works they provide for

inclusion are their own and present no infringements on any rights

associated with them. Submitting writers assure that these works are

original and the property of the submitter (unless otherwise specified) and

their submission represents no violation of copyright or trademark or other

variety of intellectual property rights, anywhere. Submitting writers retain

rights to their work, other than for inclusion in this journal, for which they

receive no compensation. All parties interested in reprinting or republishing

these works, in whole or in part, should contact the submitting writer

directly. The journal will not be responsible for rights issues or

considerations associated with the works that appear in it, which are the sole

responsibility of the submitting writers. The sole purpose of the journal is to

promote the professional knowledge of educators, is free of any commercial

considerations, and does not seek to promote any products or services

offered anywhere for profit or other consideration.

Submissions

Those interested in submitting articles for inclusion in this journal should

first submit a summary to: literacyspecialinterest@gmail.com, putting the

words “Journal Article Summary” in the subject field of the email. On

receiving feedback from the journal, prospective submitters may complete

and submit a full manuscript.

3

Table of Contents

Forward

Editor, Mark Gura Page 4

Text Meets Video in the Blogosphere: Complex Informational

Content for Today’s Students

By Dr. Rose Reissman Page 6

Using Creative Technology to Engage Struggling Readers and

Writers as Producers of Literature

By Melinda Kolk Page 12

The Future Is In Their Hands: Using Cell Phones for Literacy

Learning

by Lisa Nielsen and Willyn Webb Page 21

Boosting Oral Language Fluency through Technology Intensive

Literature Exploration (TILE), a Learning Centers Approach

By Kevin Amboe Page 32

Learning to Teach with Edmodo: Social Networking-based

Activities

by Kathy D. Shields Page 44

Using Online Discussions to Develop Literacy Skills and

Integrate the NETs

Sandra Wozniak Page 54

Student Led Podcast Projects Make Common Core Literacy skills

Come Alive

by Dr. Rose Reissman Page 64

Using Technology To Enhance Reading Skills For English

Language Learners

By Kimberly M. Thomas Page 74

4

Forward…

It wasn’t so long ago that teachers debated the relative value of online

content vs. ‘serious’ and ‘worthwhile’ print materials like the NY Times. A

funny thing has happened over the past few years though, the Times has

become the very kind of online content that those educators puzzled and

worried about. In fact, it’s probably one of the best examples we can find of

how the experience of reading has evolved organically, as digital

communication technologies have become more and more functional,

available, and popular.

The Times publishes its paper primarily online now and proudly and deftly

embeds videos, photo slideshows, and other varieties of digital media in its

pages to accompany prose journalism and opinion content. Hyperlinks offer

the reader paths out of the ‘paper’ and alter and enrich its format. Ancillary

blogs expand its daily content and offer the reader the opportunity to

comment directly to writers and other readers alike who, in turn, may just

as easily respond to comments and suggest further reading. In so many

ways the Times uses technology to improve the content and experience it

offers. Truly, this formerly staid print institution has become a powerful

virtual laboratory in which the ways communication can best be

accomplished and how far its boundaries can be pushed are explored daily.

And of course, it is just one example of the many profound ways that

Literacy is evolving.

What does all this mean for teachers? Clearly the rules and the landscape

have changed in ways that require a new set of attitudes and

understandings. These can be confusing times to teach in, but also exciting

ones full of the possibility of not just keeping up with advances and trends,

but also the inspiring possibility of going further and better in the ways we

foster Literacy learning. Colleague-to-colleague discussions are one of the

very best ways for practitioners in our field to gain and share clarity about

all this and the body of articles that makes up this 2nd issue of the Literacy

Special Interest journal represent that very strongly. From Dr. Rose

Reissman’s piece Text Meets Video in the Blogosphere: Complex

Informational Content for Today’s Students on how she uses a Student

Robotics blog to have her middle school students address important

Common Core ELA standards – to Lisa Nielson’s and Willyn Webb’s article

The Future Is In Their Hands: Using Cell Phones for Literacy

5

Learning on how CELL phones can be used as powerful Literacy learning

resources – to Melinda Kolk’s powerful piece Using Creative Technology

to Engage Struggling Readers and Writers as Producers of Literature

on how supporting students as the creators of literacy products can be key

to their success as learners - you’ll find much to expand our understanding

of Literacy and how it may best be learned in every one of the 8 insightful

articles here.

Kevin Amboe’s piece Boosting Oral Language Fluency Through Technology Intensive Literature Exploration (TILE), a Learning

Centers Approach provides a description of how common technologies can greatly enrich literacy experiences and make them far more accessible to

students. In her piece Learning to Teach with Edomodo: Social Networking-based Activities Kathy Shields explains how Edmodo (a web-

based, social learning platform) has changed the way she teaches and the way her students learn. In Using Online Discussions to Develop Literacy

Skills and Integrate NETs Sandra Wozniak’s shares how she harnesses tech savvy students’ enthusiasm for today’s technology tools, fuelling

classroom discussions, and building skills they’ll need for the 21st Century.

Rose Reissman shares in Student Led Podcast Projects Make Common Core Literacy Skills Come Alive how podcasting transforms literacy

learning, and does so alongside the acquisition of essential life skills. And finally, in Using Technology To Enhance Reading Skills For English

Language Learners, Kimberly M. Thomas illustrates how Technology helps teach reading readiness to middle school and high school aged English

Language Learners (ELLs) who are experiencing their first taste of the English language.

This is an impressive body of thought and practice. Please enjoy and share!

Collegially,

Mark Gura, President of ISTE Literacy Professional Learning Network

Journal Editorial Committee

Mark Gura

Michele Haiken

B. J. Neary

6

Text Meets Video in the Blogosphere: Complex Informational

Content for Today’s Students

Dr. Rose Reissman

I recently came across a digital text resource online that I’ve applied with

great success in my Literacy work with middle school students. This simple

blog has proved to work wonderfully for assuring that their experience

involves Text Complexity as prescribed in the Common Core Standards.

I’m talking about a type of blog that marries high interest, STEM-based,

traditional news articles with videos on the same theme. The result of this

pairing is a blend of media types that combine synergistically to give

students a very rich, complex text, comparative, literal, figurative, craft and

word domain experience. This blog genre is not only replete with videos and

print articles, but also text-based questions to prompt and focus

collaborative discussion and writing. Responding to these, my middle school

students eagerly understood, discussed, interpreted and evaluated both

types of informational text as an outcome of their own fascination with the

blog focus.

At Ditmas Intermediate School in Brooklyn, NY, I work as a Literacy

Professional Development/Instructional Support Specialist, often ‘pushing in’

to classes to work alongside the regularly assigned teacher to enhance

literacy instruction for students as well as to collaborate with master teacher

educators to enhance, stimulate, and engage requisite student CCSS ELA

and multi-content literacy. One sixth grade Title 1 class I’ve worked with this

year is Mr. Grzelecki’s 6th grade Informational Literacy class. This class

meets twice a week and its purpose is to ensure that the students are

focused on all CCSS ELA informational reading and writing standards with an

emphasis on text complexity in multi-content subjects. Mr. Grzelecki had

already actively engaged the students in qualitative and quantitative review

of various print and online book reviews and consumer product reviews. He

printed out online reviews for the students to use as texts to cite the

reviewer’s explicit response to books and products (qualitative measure). In

addition, the students, as collaborators and accurate text readers, also

discussed the print and online reviewers’ style – word length, frequency,

sentence length, and text cohesion. This served as a springboard for them

to develop and to create as writers and then as speakers reading from their

7

writing book reviews and product reviews reflecting their own values and

arguments as readers and as consumers.

It was to this group that I introduced a few of the posts I found on a blog

titled Classroom Robotics. From the students’ point of view, these were

simply interesting and entertaining; how could a story about a real robot

that washes your hair for you, be otherwise? But from my point of view,

beyond my pleasure that these students were reading and deeply reflecting

on what they read, I identified the blog as providing the very sorts of

Complexity in Informational Text needed for the range of texts that Anchor

Standard Ten - Range Of Text Complexity mandates. In this single blog,

there was a built in library of text types and ranges which could be used to

differentiate instruction for special needs, ESL and newcomer students as

well as to accelerate and engage students already demonstrating an interest

in STEM content area. Beyond that, as an ELA teacher, I could also build on

the science fiction and pop culture student fascination with robots in fiction

and in movies. I could tap the enthusiasm of those students who had friends

involved in the annual FIRST Lego League robotics competition. Further,

because the resource I had introduced was a blog, there was a built in

mechanism (the Comments function) with which the students could respond

to what they read. This topic of a prototype robot that was actually being

used in a city in Japan as an assistant hair washer, working alongside human

salon hair washers, turned out to be highly accessible as a video text to all

students (including those who did not grasp the special domain vocabulary

of the article and the voice over of the narration of the video). What was

even more compelling about its efficacy as a multi-dimensional, complex set

of interrelated STEM video and print texts, was its capacity to engage the

entire group of multi-level reading and writing, sixth graders. It strongly

held their interest in our whole group, general viewing of the video followed

by a qualitative discussion of its explicit message, and then by a

differentiated discussion of its structure as a video. In fact, our students

continued enthusiastically with a discussion of the videographer’s message

and finally, the extent to which they agreed or differed or could argue the

print text and video centered question: Would such robots be useful in our

current society? What might be the impact of their use in our current

society?

8

In addition to this blog’s argument-focused print and video texts for students

to compare and contrast as to text qualitative literal quality of author/film

maker meaning; the synergy of visual /print/electronic texts had a single

“robot hair washer” focus that all students could equitably and arguably

address, pro or con. They literally started with themselves and whether they

would want to have their own hair capably washed and scalp massaged by a

robot. But then, the combined texts, allowed them to step back and to

frame arguments using the qualitative or quantitative structure of the visual

text or the electronic prompts to frame whether replacing human hair

washers with robots was economically feasible and to analyze the reader

task from the perspective of physically disabled or elderly persons who could

not effectively wash their own hair. Even better, the blog format serves not

only as a platform from which content can be obtained, but one in which the

reader can participate by entering written comments, making it a platform

on which students can publish their writing.

How does a blog post about a hair washing robot and its paired news

text and related video format engage students in reading and using

Complex Informational Text?

First and foremost a blog post which mixes video and electronic print text

focused on Stem concerns involves all students, whatever their different

personal reading levels may be, in reading and viewing complex texts as a

community of student citizens. The provocative content fosters

conversations to understand and respond to either or both of these texts, as

well as the text-based focus questions provided by the blog. It fosters a

critical audience of informed and alert citizens. These texts help students

summarize and synthesize (qualitative), analyze and critique (quantitative)

and design and create (reader based task argument) responses grounded in

multi-text, evidence-based arguments for or against a real societal issue.

Should we be spending time and money on mass producing robot hair

washers? If we have the capacity to do so, is it ethically and economically

worth our while to do so? Importantly, through technology (the use of such

a blog and its videos and electronic text scaffolds) the teacher is enabled to

engage special needs or ESL or newcomer students in text complexity that is

at the heart of the CCSS ELA literacy curriculum.

9

Deep Comprehension Across Content Areas

Such a blog resource immediately makes available material for STEM

comprehension. In this case the science of robot development, the possible

economic impact of the prototype described, the cultural capital of its tryout

in a Japanese salon, the health/diagnostic/rehab value of its use for the

elderly, the disabled and in rehab, and the psychological consequences of

the hair washing experience coming from robotic digit massage versus

human hands.

My partner teacher and I provide support in moving through increasing and

challenging levels of text complexity in several ways. We moved around the

classroom to help students with special domain vocabulary and content

words. We also scaffolded the discussion so that they understood words and

concepts as well as implicit messages in the video by their quantitatively

analyzing it in their own discussions with our focusing them on the voice,

music, and culture in which the prototype experience was displayed.

Mr. Grzelecki and I had the students identify and relate domain specific

vocabulary to the academic (e.g. “prototype”) and domain specific (e.g.

“sensor”) content the blog provided. They also discussed how the video, shot

in Japan, included cultural and social studies, as well as robot science, robot

fiction, and language arts dimensions.

In short, using this blog, although any similar content bearing resource could

work as well, our students had a high energy, learning-rich experience from

start to finish. There was high interest as the group read, viewed, and

discussed the articles and videos. Our class conversation might well be

described as passionate, as students not only expressed their views on what

they had learned, but because the material clearly involved significant

impact on their own lives, as well as those of their fellow humans, they

strongly took and debated personal positions on the issue.

Based on our experience with several class sessions involving student

interactions with posts from this blog on robotics news (vetted for relevance

and appropriateness for k-12 students), my partner teacher and I will be on

the lookout for sources of content that offer a similar format: online text

10

news articles paired with embedded video. Further, I see in this a great

opportunity for teachers who are willing to do a little 21st Century content

preparation themselves, to come up with their own pairings. All that’s

required is some online searching, thoughtful review, and downloading

materials. In fact, creating a free blog like the one that triggered my own

teacher-as-researcher experimentation with this content format for our

students is an easy matter for teachers who are willing to simply follow

directions and experiment with a new resource type. Best yet, I will be

assigning students to research and create their own pairings and share them

with peers this way, making students their own source of Complex

Informational Text.

The Classroom Robotics blog can be accessed at:

http://www.classroomrobotics.blogspot.com/

The blog post referenced in the article “Next! But first let the robot wash

your hair...” can be accessed at

http://www.classroomrobotics.blogspot.com/2013/04/next-but-first-let-

robot-wash-your-hair.html

Text-based Question prompts provided with this post:

“Yes, it's a cool idea, but does the world need a hair washing robot?”

“Would you let a robot wash your hair?”

“Who could take advantage of this technology?”

“Do you see any problems with this?”

Bibliography

- Calkins, Lucy, Mary Ehrenworth, and Christopher Lehman. (2012).

Pathways to the Common Core: Accelerating Achievement. NH: Heinemann.

- Hiebert, Elfrieda H. 2012. “The Common Core’s Staircase of Text

Complexity-Getting the Size of the First Step Right.” Reading Today

(Dec.2011/January 2012): 26-27.

- Piercy, Thomasina. 2011. “The text complexity ‘Staircase’ in the Common

Core standards.” The Leadership and Learning Blog.

11

Dr. Rose Reissman is a veteran teacher educator who most enjoys working

with students in student led projects. She is also a teacher researcher and

author who has been published by: NCTE, ISTE, ASCD, Corwin, Penguin, and

Kappa Delta Pi to name a few publishers. She takes pride in running the

Ditmas Writing Institute with the support and leadership of Principal Barry

Kevorkian and teacher leaders: Michael Downs, Angelo Carideo, Amanda

Xavier, David Liotta, Rosinda Rodriguez, Sofia Rashid, Heather Barron and

others. Among her products and projects are: student print and

e-publications, museums in school, podcasts, oral history forums, Expos and

more.

12

Using Creative Technology to Engage Struggling Readers and Writers

as Producers of Literature

Melinda Kolk

Technological innovations continue to make the world a smaller place,

changing the nature of work and communication. In order to fully participate

and thrive in a world rich in information, students must be able to effectively

locate and qualify information, apply it to solve problems, and effectively

communicate ideas and solutions.

While they may now be filled with Digital Natives, our classrooms still include

students who are unprepared for work at grade level and who are not

interested in traditional activities.

The instructional response to these at-risk students is often merely the

application of more drilling, which drops their interest in school even further.

Rote practice may seem like the fastest way to improve reading scores, but

this tactic does nothing to foster an essential lifelong love of learning.

In my role as editor of Creative Educator magazine and lead trainer for

Tech4Learning’s professional development team, I‘ve collaborated with

hundreds of educators and heard innumerable stories about their classroom

experiences and successes. Following, are some of my favorite examples of

applying creative digital learning opportunities to support struggling readers

and writers.

Like all students, at-risk learners yearn to express themselves creatively, do

things in non-traditional ways, and demonstrate their success. They are

rarely asked to create literacy products and have few opportunities to

demonstrate their successes and abilities. But "when students publish their

own books, you tap into their innate desire for recognition as they learn to

connect to literature, play with language, and beam with pride at their

accomplishments," shares California educator Linda Oaks.

Creative multimedia technologies allow for multiple forms of representation,

providing an opportunity for students to demonstrate understanding while

13

simultaneously practicing literacy skills through writing (text), reading

(audio), and illustration (picture walks and visualization).

Creative technology tools can help when project work requires extensive

reading, writing, and the creation of student learning products. Creating,

publishing, writing, and producing with multimedia tools not only provides

necessary practice, it helps students learn to effectively navigate

information, apply it to solve problems, and communicate ideas and

solutions.

Taking Retelling to the Next Level

Young students are often asked to retell stories and we can use the same

strategy for struggling readers and writers. But instead of distributing a

worksheet asking students to put scenes in order, have students publish

their retellings as electronic books. To move beyond basic comprehension,

have students create new endings or even completely new variations of the

same story.

Repeated patterns are a hallmark of literature aimed at young readers.

Books like Brown Bear, Brown Bear What Do You See? by Eric Carle and The

Important Book by Margaret Wise Brown are two great examples of books

that utilize patterns at much different reading levels. Customizing your own

version of a book like Mary Wore Her Red Dress by Merle Peek gives

students an opportunity to include themselves in the story as well as

practice descriptive writing.

After reading Judi Barrett's Things That Are Most in the World, Miss Alia's

2nd grade class at Woodward Academy in College Park, Georgia created

their own version of the book. They worked as a class to brainstorm

superlatives. Then, each student chose their favorite superlative and wrote a

sentence that provided a clue to the meaning of the word.

Students then used Pixie creativity software, to type their sentence, create

an illustration to support it, and recorded themselves reading their sentence.

Their teacher combined their work and published it as an HTML storybook to

share on the school web site. "Knowing that their final product was going to

be published to the Web for a potentially global audience encouraged the

14

students to do their best work,” shares Shelley Paul, Woodward Academy’s

Director of Instructional Technology.

Multimedia products like these lend authenticity to student work because the

resulting artifacts look and feel like products students sees around them

every day. Combining visuals with text gives students an opportunity to

demonstrate learning without struggling to tell their story using only words.

Recording student’s narration provides an opportunity for nonthreatening

practice as they record, listen, record again, listen, and finally save. The

recordings also provide performances you can use to assess fluency.

Student-created Grammar Tutorials

In a flipped classroom, students explore a variety of resources (such as

videos, web sites, simulations) at home and then return to class to address

misconceptions and explore additional questions with their teacher. One way

to help students cement information in the classroom is to have students

create their own video tutorials. As students work to convey information,

they grapple with and more deeply cement concepts and rules. Publishing

student-created videos for others to use in this process demonstrates that

you value student time and effort.

Second-grade teacher Katy Hammack found that after innumerable

worksheets and countless review activities, many of her Title I students still

lacked mastery over grade-level grammar and language skills. When a grant

provided iPod Touches for every student in her classroom, she began

creating grammar tutorials in Pixie that included pictures, text, and voice

narration, exporting them as podcasts for students to review on their iPod

Touches. She quickly saw the benefits of having her students create the

tutorials to internalize grammar concepts and demonstrate their knowledge

for the benefit of their peers. She explains, "Students enjoy building tutorials

themselves and were so proud when they saw their work being used by

other students!”

Video Poetry

Older students need more sophisticated projects, but they are less willing to

take risks. You can build their skills, decoding subtleties, and grasping the

meaning of new words by having them create video poems. Video poetry is a

fun way to analyze word choice and explore meaning and vocabulary.

15

The point here is the process, so it might not be best to pull out a dusty

sonnet. Find modern poetry that speaks to student’s lives, or have them

create a video that interprets the lyrics of a popular (and appropriate)

contemporary song. You could also start with a poem like “Sympathy” by

Paul Lawrence Dunbar and show how the symbolism is used by Maya

Angelou in her poem “I Know Why the Caged Bird Sings” and Alicia Keyes in

her song “Caged Bird.”

To implement with students, have them read, reread, and explore the words

in each line of the poem, discussing meaning and author’s intent. Then, have

students create images that illustrate the author’s word choice or search for

images at education-friendly sites like Pics4Learning.com.

After students collect their images, import them into a program like Frames,

Pixie, iMovie, or Photo Story. Students should record themselves reading the

poem, add text and titles to represent the entire poem or caption the images

with keywords, add music consistent with the emotions the poem evokes,

and create a video poem for others to enjoy.

Multimedia Writing Prompts

Practice is essential to mastery, but practice that feels disconnected to

students’ lives leads to uninterested students. Work that feels irrelevant is

often seen as meaningless and unimportant.

When Tiffani Brown, a middle school writing teacher at Rio Seco School in

Santee, California began noticing that her daily journaling didn’t seem to be interesting her students, she changed her approach. She began by playing a

popular contemporary song at the beginning of class. Her students sang along, then eagerly began discussing - analyzing, finding metaphors,

connecting to their own lives.

Sharing photographs, videos, and more music, she noticed that all of her

students were writing exponentially more. “I tried meeting my students where they already were — in the land of MP3s and YouTube — and my

classroom was forever changed.”

When she noticed her advanced students making connections and deeper analysis, but her beginners still struggling, she moved the writing to a blog.

She then posted a multimedia style prompt (or link to) each day they journaled and students did their writing as comments on the post. With

comments available to everyone, lower level students were able to see analysis by advanced students.

16

Book Cover Design A visual approach to classroom project work can also provide a reason for

students to read. Hillsborough County Public Schools in Tampa, Florida hosts an annual “Create a Cover Contest” as an alternative to a written book

report. This project is designed to encourage low performing readers by giving them the opportunity to creatively express comprehension.

Students choose a specific title from an approved book list. They read their

book and prepare a character sketch to explore traits and relationships within the story. They research how book covers are designed, determine

the audience for the book, and write a proposal for their cover design, describing their vision for how they will convey meaning and mood. They

discuss their vision with peers to clarify and refine their ideas before working to create the actual design. They are graded on how well their cover design

communicates the vision in their proposal.

Hillsborough has seen an increase in both participation and quality every

year. Bradley Smrstick, developer of the program, says "those that participate come away from the experience with a better understanding of

their own abilities and strengths."

To create their cover, students used their proposal to guide their search for images that represent the physical and emotional characteristics of the

characters, plot, and setting. They then utilized the layers function in an image editing program to combine images, add effects, and adjust colors.

Students chose a font for the title and author’s name. After covers are printed, they are posted around the school to generate interest in literature

and encourage reading.

Book Trailers

With computers, tablets, and smart phones providing ubiquitous Internet access, students would never consider going to an unfamiliar movie without

first watching movie’s trailer. Without access to a quick summary designed to entice, how can we expect nonreaders try a new book?

Rather than just providing students with a collection of book trailers, you can

encourage their development as powerful communicators by asking them to create their own versions. To make an effective book trailer, students need

to read the book and connect the story to their own experience. Creating a book trailer designed to encourage others to read a particular story focuses

students on relating their experience to that of others. As they learn to think

17

about audience and how to persuade, they build powerful skills for effective

communication.

Book trailers can be created using the same tools students already use to produce videos. They can consist of a collection of still images, as in the

process of a video poem, or a combination of still images and video. While built-in web cams make capturing short videos easy, combining recorded

narration with students’ photos and images related to the story can be equally effective.

Video Biographies and Character Scrapbooks

We don’t have students write biographies or complete character analyses because they will be doing this for a living, but rather to help them learn to

think critically, analyze information, and communicate effectively through storytelling. Rather than completing another worksheet or writing another 5

paragraph essay, give student work more authenticity (and meaning) by

connecting their work to products they see in the world around them.

Many students have seen documentaries on television. Asking students to take information and transform it into a compelling story for a video

biography script lets them “play” with words and gives them insight into how authors choose words to communicate viewpoint. This improves student

motivation to write and information sophistication.

Instead of assigning a worksheet to analyze character traits, have students create a scrapbook for this person. Many kids today have parents who have

been documenting their lives with scrapbooks. What students choose to put in the scrapbooks will indicate their knowledge about the character and their

actions.

Digital scrapbooking lets students collect images and explore the use of

visuals to tell a story without the headache of scissors, glue, and construction paper. In addition to being less messy, digital scrapbooking

promotes valuable organization and management skills. These digital collections also make it easier for teachers to drop into the process, check in

on student learning, and facilitate high-level thinking.

Digital Portfolio Development Identifying important information by collecting and publishing scrapbooks

builds skills students can apply to their own work in a digital learning portfolio. A learning portfolio is a collection of student performances over

time. Today’s technology tools make it easy to include performances as attachments, images, videos, text, and audio.

18

By asking students to “collect and reflect” on their learning, you celebrate their success, help students see progress, and build their metacognitive

skills. Building a portfolio also provides students an authentic opportunity to practice reading and writing without focusing on rote drills.

Digital portfolios can be a collection of links to student work posted online. A

digital portfolio can also be a comprehensive multimedia presentation that showcases learning over time. Regardless of the format, digital portfolios

encourage students to start thinking about and reflecting on their learning.

The Big Picture Regardless of the activities you choose to do with your students, keep the

following ideas in mind.

Read and write in authentic ways

Students need (and want) to practice reading and writing in real-world situations. Technology helps us make this connection by asking students to

use tools to create products they see in the world around them. Try to make sure every day includes time to apply literacy skills in projects

that also have value and meaning outside of a specific learning goal.

Publish for a real world audience At the very least, make sure students are doing work that is similar to work

done by people outside of the classroom or would have value to someone outside of the classroom. Even better, ask students to do work that will

actually be seen by, evaluated by, and used by someone outside of the classroom. All of these things indicate to students that their work has value

and meaning. Technology makes it easy to share student work with a wider audience, whether they are creating PDF comic strips, posters, podcasts, or

public service announcements.

Give students a voice

Student work should be a reflection of the creator, not the instructions. One student’s final work should not look the same as another student’s. Sure, we

can scaffold early work with templates, but too much structure focuses student work solely on “correct” content, not meaning.

Asking open-ended questions and using open-ended and creative

technologies can help you engage your students in important reading and writing practice as well as help them develop powerful literacies that will

serve them in our rapidly changing world.

19

Find out more about these projects online at:

http://www.thecreativeeducator.com/literacy

Melinda Kolk is the editor of Creative Educator magazine and the author of

Teaching with Clay Animation. Melinda has authored articles on student

technology projects for Virginia's VSTE Journal, Australia's The Educational

Technology Guide, and the UAE’s Didactics World magazine. Melinda is one

of the founders of Tech4Learning, Inc. an education company that develops

software tools that provide platform students can use to share knowledge

and understanding, communicate original ideas and solutions, and share

their passions with a worldwide audience.

Common Core Standards in ELA

Reading: Literature Key Ideas and Details: RL._.1 -

RL._.2 - RL._.3

Craft and Structure: RL._.4 - RL._.5

- RL._.6

Integration of Knowledge and Ideas:

RL._.7

Range of Reading and Complexity of

Text: RL._.10

Reading: Informational Text Key Ideas and Details: RI._ .2 -

RI._ .3

Craft and Structure: RI._.4 -

RI._.5 RI._.6

Integration of Knowledge and

Ideas: RI._.7 - RI._.8

Range of Reading and Level of

Text Complexity: RI._.10

Writing Text Types and Purposes: W._.1 -

W._.2 - W._.3

Production and Distribution of

Writing: W._.4 - W._.5 - W._.6

Research to Build and Present

Knowledge: W._.7 - W._.8 - W._.9

Range of Writing: W._.10

20

ISTE NETS for Students 1. Creativity and Innovation: a – b

2. Communication and Collaboration: a – b– d

3. Research and Information Fluency: b – c

4. Critical Thinking, Problem Solving, and Decision Making: a – b – c – d

5. Digital Citizenship: a – b – c 6. Technology Operations and

Concepts : a – b

21

The Future Is In Their Hands: Using Cell Phones for Literacy

Learning

by Lisa Nielsen and Willyn Webb

INTRODUCTION

If understood properly, educators will go from fighting cell phones, tools students love for learning, to embracing them. Because cell phones are the

most ubiquitous digital device in households today, harnessing their power helps bridge the digital divide and increase student engagement and

achievement in reading, writing, speaking, and listening. A study by the National Literacy Trust found, “Almost 9 -in-10 pupils now have a mobile

device, compared with fewer than three-quarters who have their own books in the home,” (Paton, 2010). While we all understand the value of books, we

also need to work with what young people do have, cell phones. What would happen if we allowed them to come out of hiding and welcomed them in the

classroom? Teachers across the globe are finding out by using phones to enhance learning.

In this chapter we’ll share some ways educators are engaging in this work

by

1. Introducing some commonly used cell phone resources; 2. Sharing ideas for how they are used in the classroom, and;

3. Providing stories called “Text Talks” that are inspired by or based on innovative educators and young people.

You can find more stories, ideas, and lessons in the “Teaching Generation Text: Using Cell Phones to Enhance Learning” book and blog by visiting

http://TeachingGenerationText.com All of the practices are applicable to any level of student, as long as they have phones.

CLASSROOM ORGANIZATION

If you are in a school where cell phones are banned, using them to enhance learning does not require that they be used in class. The ideas shared here

are applicable for use outside of class, as well.

Some see cell phones as distractions, cheating aids, and the cause of discipline issues. However, by setting your classroom up for success, they

22

can become a valuable learning tool. Before you get started, ask yourself the

following:

1. Do I have a parent/guardian and student agreement that covers the

use of student owned devices? 2. Are my students familiar with cell phone safety and etiquette?

3. Does my school or classroom have an acceptable use policy in place in

language that is kid and parent friendly? 4. Have my students and I developed classroom management procedures

that account for the use of cell phones? 5. Have I considered how my students and I can plan activities that

incorporate the use of these devices? 6. Have I ensured that students without devices can access school

equipment?

You can find sample plans, policies, and agreements at The Innovative

Educator blog in articles such as 10 Proven Strategies to Break the Ban and Build Opportunities for Student Learning with Cell Phones

http://theinnovativeeducator.blogspot.com/2010/11/ten-building-blocks-to-

break-ban-and.html

ASSESSMENT

Cell phones provide a great way to increase the amount of time you have to

teach students in class by allowing formative assessments and post lesson enhancements/assessment to happen outside of class. For example, instead

of starting your class period with a question/problem/thought of the day written on the board that students respond to when they come in, you can

have already accomplished this before class with a group text. Instead of making copies of homework worksheets, chapter reviews, or take home

problems, just send out a few text questions each day that students can answer by text. Depending on the assignment, the answers can be compiled

with resources like those shared in this chapter, such as Voki or Google Voice, just locally on the student's phone, or in a group text site for

reference or discussion in class. After a quick review of the answers you'll know who needs remediation and who’s ready to move forward.

23

READING / WRITING

Cell phones support student engagement and achievement in reading and

writing. In fact, “Children who are heavy users of mobile phone text abbreviations... are unlikely to be problem spellers and readers, a new study

funded by the British Academy has found. The research*, carried out on a

sample of 8-12 year olds over an academic year, revealed that levels of “textism” use could even be used to predict reading ability and phonological

awareness in each pupil by the end of the year.” (Plester & Wood, 2009). Also, “…a new study from California State University researchers has found

that texting can improve teens’ writing in informal essays and many other writing assignments” (Miners, 2009). In this section we’ll explain how

students are doing just that by using cell phones in the way they are most commonly used among youth -- for texting and group texting.

Texting

Our students are reading and writing more than ever. In the 21st century, this reading and writing often takes place through the lightning fast thumbs

of teens. Although some parents and teachers complain that text messaging is ruining the language, research is showing that it is, in fact, a benefit to

students’ phonemic awareness, spelling, and use of words (Yarmey, 2011;

Plester & Wood, 2009, Malson & Tarica, 2011; Fresco, 2005; Dunnewind, 2003; Miners, 2009; McCarroll, 2005; Elder, 2009). When we reflect on

what’s happening when our teens and tweens text, all sorts of learning possibilities come into focus.

1. Ideas for the Classroom

a. Texting has become the shorthand of the 21st century. When writing first drafts, allow students to draft on their phone, if they choose, and

use text abbreviations to get their thoughts down. Encouraging the quick, free flow of ideas in a format they prefer can help young writers

capture, compile, and create new ideas. Students can translate these as they edit and revise, resulting in a standard language final draft.

b. Translate difficult passages of poetry, classic literature, or even content heavy textbook passages into textese in order to facilitate

student interactions with the material and understanding. The result is great summaries.

c. Have students use texting to journal or answer each other’s discussion questions. When the audience changes to those who are other than

peers, have them use standard English, a shift that illustrates the importance of writing that is appropriate for a particular audience.

24

2. Text Talk: Working With Students

"I never see this with hands," was Sandy Riggs’ response to all the text messages she received when she asked her freshman Biology students to

text her what they thought DNA precipitation meant. Riggs teaches at Collegiate High School in Texas. Texting has increased her student's

confidence and allowed them to participate without embarrassment.

Group Texting

Through the ease and time saving means of group texting, educators can connect with groups of students for many literacy activities such as

vocabulary development, questions about assigned readings, polls, or summaries. Tools like Celly (http://cel.ly) provide a code for students to

enter and become part of a group. No personal numbers are shared. All texts sent and received are documented on the website. This adds structure

and documentation to communicating with students through the reading and

writing of text messages.

● Ideas for the Classroom

○ The teacher sends out a critical thinking question to the students after school. The next day she shares all their responses and class time can

be used for critical discussion rather than response collection.

○ Book clubs can keep the conversation going by interacting and discussing questions through an anytime/anywhere open group chat to

which the teacher is invited. The teacher gets to be a part of every group and hear every student voice.

○ Have students set up a Celly for themselves and use the @me feature for easily taking notes, writing questions, or making connections while

reading at school or on the go. ● Text Talk: Working With Students

At Delta Opportunity School in Colorado, Sandy Vickrey says, “I had learned the benefits of cues and questions to activate prior knowledge in

my college education classes. In my school, however, class time was very short and I always had to start the lecture, play the video, present

the lesson immediately in order to finish by the end of class. I rarely took the time to cue students, ask questions, or discuss prior knowledge. Wait

time did not seem to exist. When I learned about free group texting

services, I began using a group text for a cue or a question before school to all of my morning classes and at lunch to all of my afternoon classes.

This really helped students come to class aware of the lesson content and ready to learn more.

25

Novel Writing

A new genre of literature, perfect for Generation Text, is the cell phone novel, which offers short chapters full of cliffhangers, dialog, and dramatic

plot twists to get students engaged in their reading. Writing cell phone novels challenges students to show narration, poetry and even visual art by

choosing line breaks, punctuation, whitespace, and rhythm. Textnovel (http://www.textnovel.com) is a free, fun resource that supports students in

reading, as well as writing for a real audience, gaining feedback and revising serial fiction.

Educators choosing to use Textnovel will need to become familiar with the

site and the settings where the stories are given movie type ratings.

● Ideas for the Classroom ○ Even if cell phones are banned, choose a G rated cell phone novel and

have students read it and make comments as homework. ○ Collectively write a cell phone novel as a class project, or within

cooperative learning groups. The social nature of the site will bring students together to create, revise, and develop their stories.

○ Use the Textnovel site for journal writing that will never get lost or destroyed. They simply send their entries to their journal where the

teacher can comment. Updates are sent via text or email.

● Text Talk: Student Success Like most students, highschooler Krystal Swarovski was never given an

opportunity to write for a real audience in school but with www.textnovel.com Krystal has a large fan base and was awarded the

Text Novel Editor’s Choice award for her story Slices of Pie. Here’s an excerpt from Krystal’s bio on the site which provides a glimpse into what

contributing to the site has meant for her.

“I'm in high school, my writing career to date has been a short story (B-), a collection of poems(A+), and many, many, many informational essays

and literary criticisms, grades ranging from C+ to A+. More on the A side though... :) Anyway, point is, the only writing I have ever really done has

been for school, with varying degrees of success. However, last year, a good friend of mine (whose pen name here is Anabelle) was telling me all

about her story and this fabulous website during study hall, and she

convinced me to get an account on textnovel, and that's where I started writing. I have to say I am surprised by the amount of votes my stories

have received.”

26

Speaking, Listening, and Oral Reports

Google voice is one of many tools to capture student voice. It is free, easy to use and enables educators to capture voice messages from students without

providing them with their direct phone number. The power of this kicks in when you realize that Google Voice can become a repository for oral reports,

assignments, or sound bites sent from a cell phone. Teachers can also write notes on each clip, share, and post them. To get an account, visit

www.google/voice.com.

● Ideas for the Classroom ○ Have students do their oral reports using Google Voice. If they don't

like how they sound the first time, they can re-record until they have something with which they are happy.

○ Use Google Voice as an assessment tool to easily capture students’ reading levels. This provides a transcript too, and a place to keep

notes. Rather than talk to a parent about how a student has

progressed across a year, let them listen to their child directly. ○ Have students share something interesting about themselves and post

the recordings on a class page or blog where other students can listen or comment.

● Text Talk: Working With Students John’s elementary grade class practices language skills on the phone. On

their own time, students call his Google Voice number and read something or create a dialogue which is sent to his Google Voice account.

The kids respond really well to it and instead of taking class time, they dial in to his phone number, and he can go online to hear what they've

done. He listens to their recordings and e-mails them feedback. Many students are afraid to make mistakes in front of their peers. When they

receive a Google Voice-based recording assignment, they're more apt to take risks because they have some privacy. The end result is students are

reading aloud more and getting more feedback.

Video

Most phones today come with the ability to shoot video. This can be a

powerful learning tool, even if there is only one video enabled phone in the classroom. Video can help students with speaking and listening skills by

providing them with the opportunity to see and listen to themselves speak as well as listening to what others have to say.

● Ideas for the Classroom

○ Have students act out and record chapters of a book they are reading using video. Acting out a chapter helps solidify understanding.

27

○ Record mini lessons and How To’s using the video on your cell phone.

These can be stored on the class’s online space as well as emailed or texted to students.

○ For teachers using the Reading Workshop approach, taping accountable book talk between pairs or in book clubs is powerful

practice. Students can review their talk to see how they did and what they might change. Teachers can record conversations they wouldn’t

usually be able to hear, as documentation of student growth. ● Text Talk-Working With Students

You’d never know students were less than inspired about reading once video is introduced. Students at PS 4 in the Washington Heights section

of Manhattan read Island of the Blue Dolphins. They were motivated and fully engaged as they dispersed to various parts of the room acting out

the scenes from the script they had written days earlier. Often when a student writes, it’s not clear when something doesn’t sound right.

However, when students act out their writing, it immediately becomes

clear and they jump back to their scripts to revise. Additionally, words and concepts they may not have understood previously really come to

life. Their teachers are convinced that they’ll find that students understood this story better than others they’ve read. Read more at:

http://theinnovativeeducator.blogspot.com/2011/02/5th-graders-discover-you-dont-have-be.html

Oral Stories

Voki http://www.voki.com enables students to call into a personally created digital avatar with a code on their phones and use their voice for the avatar.

Students of all ages enjoy creating their character and watching it speak with their voice. Voki allows students to re-record by calling in as many

times as needed to get their report just right.

Ideas for the Classroom

○ When students are experiencing writer’s block, have them call in and

speak ideas through their Voki. This gets them started and a great oral (and/or written) report results.

○ Use Voki for public speaking practice. By practicing in the privacy of

their own home into their phone, they get to listen to themselves for feedback. Speeches are rehearsed and memorized through Voki.

○ Storytelling benefits both the listener and the teller. Use Voki to pair middle school students with elementary students for storytelling,

without ever leaving the classroom (or home). As middle school students tell stories they are creating, acting, and engaging with

28

language. As younger students hear the story and comment they are

tuning their listening and thinking skills. ● Text Talk-Working With Students

Brandy Sparks, English Teacher: My students could not write their experience with the novel we were

reading. I kept hearing, “I don’t know what to write.” However, when I had them call into and give a voice to their Voki avatar, they talked

all about how hard it was, how they did it, what character they liked and how they think it should have ended. They never would have read

each other’s work, but they loved listening to each other’s voki. I used the Vokis to “sell” the novel to my next class.

MANAGING STUDENT WORK ONLINE

We’ve seen how to use cell phones to support students in creating innovative learning products – everything from a Voki avatar presenting the

students’ writing, to recorded oral performances, to texted book responses, video dramatizations of books, and more. While these ideas are exciting and

engaging, “How do we manage and keep track of it all? How can we easily access and review it whenever we need to? The answer is by selecting an

online space for student work. Some teachers use blogs like Blogger (http://www.blogger.com), others use wikis like Wikispaces

(http://www.wikispaces.com), and others a website like Google Sites (https://sites.google.com).

A terrific feature of the tools shared in this chapter is that student products

that result from their use have an embed code, allowing teachers or students to embed the products into any of these online spaces. Thus,

teachers might have a page with all student work (i.e. a page of poetry Vokis from the entire class) or each student might have his own page with

all their work embedded. What’s nice about this is that students can begin to develop a portfolio of their work and parents can see anytime/anywhere

some of the great work of their children.

Not only are cell phones an important resource in the 21st Century educator’s tool box, they also provide more opportunities for students to use

real-world tools. It’s time we began thinking of our cell phones as computers. Even the simplest, voice/text-only phones have more complex

and powerful chips than the 1969 on-board computer that landed a

29

spaceship on the moon! Children deserve nothing less than for their teachers

to embrace the power of this technology, to support students in using these powerful computing tools, to which they already have access. They’ll to soar

to new heights!

Common Core Standards in ELA

Writing Text Types and Purposes: W._.1 - W._.2 - W._.3 Production and Distribution of Writing: W._.6

Research to Build and Present Knowledge: W._.7 Range of Writing: W._.10

Speaking & Listening Comprehension and Collaboration: SL._.1 - SL._.2 - SL._.3

Presentation of Knowledge and Ideas: SL._.6

Language Knowledge of Language: L._.3 Vocabulary Acquisition and Use: L._.4 - L._.5 - L._.6

ISTE NETS for Students 1. Creativity and Innovation: a – b 2. Communication and Collaboration: a – b – d

3. Research and Information Fluency: a – b – c – d 4. Critical Thinking, Problem Solving, and Decision

Making: c 5. Digital Citizenship: a – b – c

6. Technology Operations and Concepts: a – b – c – d

30

BIOGRAPHY

Authors of the book Teaching Generation Text (www.TeachingGenerationText.com), Lisa Nielsen, and Willyn Webb are

experts in the use of technology in education. Nielsen works with schools and districts to innovate learning with technology. She has experience as a

literacy coach and librarian. Best known for her award-winning blog, The Innovative Educator http://TheInnovativeEducator.blogspot.com, she also

writes for publications such as Tech & Learning, The Huffington Post and MindShift. Webb is currently an administrator, adjunct professor, and

licensed professional counselor. She has experience as a middle school Language Arts teacher and a high school English and Speech teacher. Webb

has published five books, is a mother of three girls and has developed an innovative alternative high school with an emphasis on literacy, technology,

and service learning. Nielsen and Webb speak to audiences around the globe

and teach classes for educators interested in using student-owned devices for learning.

References

Dunnewind, S. (2003, April 29). Generation text: Teens ‘IM lingo evolving into a hybrid language. Knight Ridder/Tribune News Service. Retrieved from

http://community.seattletimes.nwsource.com/archive/?date=20030412&slug=immain12

Elder, J. (2009, October 27). Teachers putting texting to use. Charlotte

Observer. Retrieved from www.newsobserver.com/2009/10/27/159701/teachers-putting-texting-to-

use.html

31

Fresco, A. (2005, October 31). Texting teenagers are proving “more literate

than ever before.” The Times. Retrieved from www.timesonline.co.uk/tol/life_and_style/education/article584810.ece

Malson, G. & Tarica, E. (2011). Textese gr8 training 4 poets of 2moro. Retrieved from http://www.stuff.co.nz/technology/digital-

living/5606638/Textese-gr8-training-4-poets-of-2moro

McCarroll, C. (2005, March 11). Teens ready to prove text-messaging skills can score SAT points. Christian Science Monitor. Retrieved from

www.csmonitor.com/2005/0311/p01s02-ussc.html

Miners, Z. (2009, October 29). Could texting be good for students? [Web log post] U.S. News. Retrieved from www.usnews.com/blogs/on-

education/2009/10/29

Patton, G. (2010). Children 'more likely to own a mobile phone than a book'. Retrieved from

http://www.telegraph.co.uk/education/educationnews/7763811/Children-more-likely-to-own-a-mobile-phone-than-a-book.html

Plester, B. & Wood, C. (2009). Exploring relationships between traditional

and new media literacies: British preteen

texters at school. Retrieved from http://www.britac.ac.uk/news/news.cfm/newsid/14

Yarmey, K. (2011). Student information literacy in the mobile environment.

Education Quarterly. Vol 34 No.1. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazi

neVolum/StudentInformationLiteracyinth/225860

32

Boosting Oral Language Fluency through Technology Intensive

Literature Exploration (TILE), a Learning Centers Approach

By Kevin Amboe

Using Technology to Bridge Crucial Oral Fluency Gaps

Many students don’t have the skills needed to be successful learners.

Literacy is critical; students who don't start off with strong literacy skills will

continue to struggle. Further, Oral Language Fluency is a cornerstone to

communication skills, the heart of a child's successful school experience.

Children from non-professional families start school with a listening deficit of

19 to 32 million words. If the school “expects teacher to get this child

caught-up, she'll have to speak 10 words a second for 900 hours in order to

reach the 32-million mark by year's end.”7 If we don’t find a way to increase

the variety and volume of words heard by working class and impoverished

families, we leave these students on a path of failure.

In Jim Trelease’s The Read Aloud Handbook1, the connection is drawn that

much of literacy relies on listening vocabulary. “Inside the ear these words

collect in a reservoir called the Listening Vocabulary. Eventually, if enough

words pour into it, the reservoir starts to overflow into the Speaking

Vocabulary, Reading, Vocabulary, and Writing Vocabulary.”2

Oral Fluency, therefore, is foundational for education by virtue of building

vocabulary for learning by listening, reading and writing.

Learning a language is best done early in a child’s development. Not all

students have “Digital” rich or vocabulary rich childhood experiences and it

is important to make efforts to mediate the deficits in oral fluency to set

students up for success. Technology integration can mediate oral language

deficiencies.

33

Hyltenstam 4 states that the age of 6 and 7 seems to be a cut-off point for

bilinguals to achieve native-like proficiency. For many students to fully

participate in school, they will need to be bilingual; proficient in English, and

Digital. Young students that struggle with the English language are

disadvantaged from their peers. Young students that aren’t supported in

learning ‘Digital’ are also disadvantaged from their peers.

It is educational Malpractice to not use every tool for student

success.“ 6 Creative use of available technology can help to bridge the gap

with extensive language rich exposure and interactions for both oral and

digital. In 1997 Smith & Elley highlighted a New Zealand study where

students listened to a recorded book while reading the print copy for 20 to

30 minutes daily for 7 months. Normally we would expect 7 months gain for

7 months of learning; the gains from the intervention were 2.2 years

instead. 8

This article will provide a lens of five guidelines for targeted technology

integration, and a description of what a technology intensive literature

exploration (TILE) may look like.

What does it look like to support diverse student needs for language

experience to reduce the vocabulary gap? We need to model oral fluency,

increase exposure to vocabulary, and offer supported practice. Strategic

integration of technology can maximize the volume and variety of words

read, heard and used on a daily basis through extensive rich oral language

experiences.

Five Strategies and aspects of oral fluency that we can focus on to foster the

acquisition of Oral Fluency include:

1. Listening to proficient speakers

a. vocabulary, syntax, phonological exposure

b. recognizing language patterns

34

c. pronunciation

d. tracking written with oral 2. Listening to self and peer speakers

a. self recording b. self assessment

c. self correction 3. Digital Storytelling

a. providing details and examples to enhance meaning

b. expressing ideas clearly and fluently

c. sequencing

d. creating learning artifact without written word.

4. Conversation opportunities

b. practicing delivery

c. staying on topic and sustaining concentration

d. sharing and explaining ideas and viewpoints

5. Organizing information / Learning task organization – sharing thinking orally

a. sharing learning

b. explaining ideas c. accessing prior knowledge

d. organize words by sound, letters, meaning

Applying these five strategies through Technology Intensive Literature

Exploration (TILE), a focused morning for a technology and oral language

rich classroom, may look like the following:

(Have students bring their “stuffies” to help anchor their learning personally

and have ‘actors’ for their interactions.)

Group introduction

- Pre-read and have students predict

story from images only

35

- Read Aloud Knuffle Bunny Free by Mo Willems

- Discuss the key elements of the story o Stuffy lost, has adventure, returned

- Identify new words and strategies to figure out o Add new words to the word wall

- Brainstorm and record on paper places that their stuffy could go

Side Bar: for each the activities described here,

the potential NETS addressed are identified in [ ]

Creativity and Innovation (CI)

Communication and Collaboration (CC)

Research and Information (RI)

Critical Thinking (CT)

Digital Citizenship (DC)

Technology Operations and Concepts (TOC)

Have the students move to a selection of activity centers working as

partners. Set up the centers to offer students as many of the following as

possible:

1. On an iPad - students read an ‘email from Trixie’ asking for help to find

Knuffle Bunny (in preparation, teachers write an email appropriate for their group). Or, alternatively Students can have it read to them.

Then, they record themselves reading the email (use the iPad’s microphone.) Next, they can take photos of their stuffy helping to

look in various places for Knuffle Bunny in the classroom. [CI,CC,DC,TOC]

2. On a Laptop (or iPad) – students take photos of the book using the

built in camera (see the How To section at end of chapter). Next they

can arrange the photos to retell either the same story or create a different story. If a movie creation software is available, they could

add next text and voiceovers. [CI,CC,DC,TOC]

36

3. Search (either on Internet, pics4learning.com, or local folder with

preselected images) for places their stuffy would have an adventure. With Photobooth or similar software select the green screen option,

import the adventure background to place their stuffy in the scene background, import the image and take photos or movies with their

voice-over of the adventure. [CI,CC,RI,DC,TOC]

4.

4.

4. With digital camera – take ‘day in the life of’ photos of their stuffy –

connect to computer or projector and share the oral story told by their photos. [CI,CC,CT,DC,TOC]

5. With a voice recorder or iPod – Listen to Knuffle Bunny Free again (read by teacher or an audio recording by teacher or senior student),

37

then students record themselves reading the story. Listen a final time

where students can choose to listen to the ‘author voice’ or other student readers. [CI,CC,DC,TOC]

6. With an easy to use video camera - Groups of 3 or 4 tell a story with

their stuffies as the actors, while 1 student records using the video camera. Watch their story – or stories of their peers. Alternatively,

students could import photos of their stuffies into a live stage recording software such as Polished Play’s Puppet Pals app and move

the images on the screen while telling their story. [CI,CC,DC,TOC] http://itunes.apple.com/us/app/puppet-pals-pocket/id395844666?mt=8

7. With Garageband – Students create musical accompaniment to be

played while reading the story or sing a song of Knuffle Bunny’s (or their stuffy’s) adventure. [CI,CC,DC,TOC]

8. Kidspiration – (Preload with sentences and phrases from story)

Students can sort words by size, sound, first letter, type (places), actions and use the listen button to have words read to them.

[CC,RI,TOC] a. Kidspiration is a mind mapping software by Inspiration Software

Inc that includes additional features for younger learners such as

reading selected words or bubbles. The conversation between students to accomplish the tasks is more important than the

word being read aloud; however, it is more engaging with the audio feature.

http://www.inspiration.com/Curriculum-Integration/Kidspiration

9. With iPod or iPad or other interactive eReader – students read and interact with eBooks (apps) such as The Flying Books of Morris

Lessmore. [CI,DC,TOC] http://www.bestinteractiveebooks.com/2011/07/the-fantastic-flying-

books-of-mr-morris-lessmore/ 10. With a folder of 15 related images, have students choose 5 to 6,

place in order, then tell their partner a story. (Same sample as above could be used) [CI,CC,DC,TOC]

Each station could be 20 minutes of work time followed by 3 minutes to

share with another group before choosing another station. As the series of

centers time comes to a close, bring students together and share with a

student they have not yet shared a center with yet.

38

There is no lock step method; however, like anchor papers to writing, the

TILE example above takes the strategies and provides specific examples to

meet expectations. As you can see from the examples, it is not about the

technology, rather it is deciding on an oral fluency activity that technology

can support. The table below extends the strategies beyond a specific

lesson and includes an analog method to support oral fluency as a

comparison.

Strategy Technology Tool Analog Tool Notes / Cautions

Listening to

Proficient

speakers

Computer generated

voice – iBooks, Google

Translate, Speech to

Text

Peer reader Computer generated

text reading is not as

‘accurate’ as real voice

but more available

Audio book, Book on

Tape

Peer reader

Recording of older

student / adult reading

Older student

reading

See tool options under

Digital Story Telling

Skype / Face time an

expert / author

Guest speaker

Read along software/

app

Buddy Reader

Listening to

Self and

Peer

speakers

Voice Recording /

Listening

Tape

Recording,

Choral

reading,

Paired

Reading

Even tape recorders

are technology

integration; however,

tapes wear out

Rerecording By listening to their

voice, they are self

assessing, then they

can record and self

correct

39

Digital

Story

Telling

Creating movies from

still images or Creating

Slide Shows with Voice

Over

Reading

Buddies, Self

Adjusting

Reading after

Listening

iMovie, PPT, Movie

Maker all have this

ability

Filming live action

drama

Classroom skit Can be done with flip

camera, <$200 digital

camera,<$300 Digital

Video camera, iPod,

iPad,

Creating Movies with

Web 2.0 tools

Voki.com

Creating Movies from

Video and adding voice

over

iMovie, Coaches Eye,

Movie Maker, Google

Earth Pro

Creating Movies from

Stop Motion /

Animation

Animoto.com /

Scratch (MIT)

Creating Podcasts Self Adjusting

Reading after

listening

Garageband or

Audacity

Conversatio

n

Opportuniti

es

Working in partners

and learning together

new tools

Working in

Partners

Learning

together new

tools

Technology is highly

motivating and

students eagerly talk

about what to do.

Asynchronous

conversations

Pen Pals VoiceThreads.com

Students become

experts with specific

technology tools to help

Student

experts with

other

classroom

40

other students activities

Organizing

information

- Learning

Tasks –

sharing

thinking

orally

Digital Storytelling with

content, retelling

purposes

Journaling,

drawing

diagrams,

flash cards,

sort and

predict

Kidspiration – generate

ideas, sequencing,

summarizing,

synthesizing,

comparing, analyzing

Draw

diagram,

organize

flashcards

Technology can

remove requirement

of specific skill level

and fine motor skills.

Pride in ‘professional’

results. Even 10 year

olds report “My hand

doesn’t hurt” when I

write electronically

Labeling and explaining

a diagram

(Kidspiration) -

(Co-create – see

conversation above)

make their learning

visible to others (e.g.,

maps, diagrams,

photographs, models,

and drawings)?

Labeling and

explaining a

diagram

(paper /

pencil)

We need to intervene for students with low oral language and low digital

language exposure. Ensuring targeted technology integration also provides

tools for students to use with learning involving reading and writing. A

turning point in my teaching was interviewing students after a laptop writing

project – Both girls and boys responded, “I like writing now because my

41

hand doesn’t hurt.” While they still may struggle with writing their thoughts,

we can build their oral fluency and technology fluency so they have both

digital and oral tool to express their learning.

With the pervasive amount of technology in society, students of most

backgrounds are likely to have access to at least one tool (or equivalent

such as leaving a voice memo on an answering machine or iPod Touch or

Dollar Store recording pen). Teaching students how they can improve their

language skills with techniques they can apply in a 1:1 application at home

can extend the learning and impact into the home for self and for other

family members.

Oral Fluency is the cornerstone to speaking, reading, writing and learning.

We have opportunity with using methods like the Technology Intensive

Literacy Explorations (TILEs) to enhance student NETS-S capacities as well

as remediate oral fluency deficiencies. It is essential to think strategically

with the five strategies described above as a lens to target learning

opportunities to truly meet student learning needs.

Further Resources

Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity by Jason Ohler.

The Read Aloud Handbook by Jim Trelease Are you Listening by Lisa Burman

Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms - by Will Richardson

Redefining Literacy for the 21st Century by David Warlick Oral Fluency and Extensive Reading Activities

http://ihjournal.com/oral-fluency-and-extensive-reading-activities

References

1 – Better Schools for BC – BC Teachers Federation

2 – Jim Trelease, The Read Aloud Handbook, Chapter 2, Penguin, 2006

4 - (1992, as cited in Wikipedia, 2012) found Hyltenstam

42

5 - Table - Hart and Risley (1997) Meaningful Differences – accessed cited

http://www.trelease-on-reading.com/rah-ch1-pg3.html March 26, 2012

6 - An impactful quote from keynote presentation at an Alberta online

learning conference, “

7 - http://www.trelease-on-reading.com/rah-ch1.html accessed March 26,

2012 paragraph 11

8 - Smith, J. & Elley, W. (1997). How children learn to read: Insights from

the New Zealand experience. Katonah, NY: Richard C. Owen.

How To Items and Resources

- iRecorder: A free voice recorder for iPad

http://content.usatoday.com/communities/technologylive/post/2011/04/irec

order-a-free-voice-recorder-for-ipad/1

- How to Take Pictures With a Built in Computer Webcam

http://www.ehow.com/how_5972242_pictures-built-computer-

webcam.html#ixzz20dX6C2xA

- Green Screen Effects in Photo Booth and iChat

http://basics4mac.com/article.php?story=green_screen

- The author has established an online gallery of photos that may be used for the several of the activity centers:

www.flickr.com/amboe_k/tags/doggy/

The Common Core Standards for Reading don’t explicitly describe Oral

Fluency, but I have adapted the BC Ministry of Education Elementary

Language Arts curriculum, within the strand of Oral Fluency, to identify goals

of improving Oral Fluency:

- provide students opportunitiesto develop their capacity to listen,

interact, and present effectively with peers and adults.

- increase students’ awareness of, develop strategies and engagement in the processes, skills, and techniques of oral interactions

43

- connect language to text, develop ideas, increase vocabulary

repertoire, and use metacognition - increase students’ knowledgeof the forms of oral expression, syntax,

and diction

About the Author

Kevin Amboe has been a teacher in Surrey, British Columbia for 17 years.

Kevin is fluent in both “Digital” and Analog and in the last eight years, he

has focused on developing Information and Media Literacy with Surrey

students.

Kevin was a lead researcher in an internal Grade 5 Writing with Laptops

project. In addition, Kevin worked with Simon Fraser University coordinating

and mentoring teachers in a self-directed inquiry based professional

development program called, “Teaching and Learning in an Information

Technology Environment”

Kevin has presented numerous times at several local, provincial and national

conferences including ISTE 2010,11,12. He has been a CUE-BC executive for

over 10 years and was selected as one of Canada’s Apple Distinguished

Educators in 2007 and in 2008 as a Google Certified Teacher.

44

Learning to Teach with Edmodo: Social Networking-based Activities

by Kathy D. Shields

Edmodo has changed the way I teach and the way my students learn. If you are looking for a fast paced way to spark engagement, build connections and

develop critical thinking within your classroom, read on.

I speak with the confidence of one who has seen great change in a very short period of time. It was September 2011 when I first introduced my 5th

grade Reading/LA class to Edmodo, a social networking platform free for teachers and students.

My fellow teacher, Heather Temske, an active Atlanta area Discovery

Educator Network member, had raved about her experience with Edmodo. She and her 4th graders participated in a global read-aloud. From the sound

of it, Edmodo was a catalyst for writing that offers authenticity, and a forum

for sparking project-based learning. My interest was piqued.

I informed my students that we would be testing a new way of communicating and would be joining a global book discussion with over 1200

grade 4-8 students from around the country. Suddenly I was pelted with excited questions. The hook was set!

Who benefits from Edmodo?

Edmodo is a blended learning tool. Students who are able to save and

upload images and are able to read fluently are ready to use this interface. A new format for learning, responding, and grading; Edmodo is 24/7 and will

change the way you interact with your students. It’s a limited Learning Management System that lends itself to collaborative projects that employ

Google Docs and to individualized instruction based on lessons, assignments,

and groups. While not all students will embrace a web-based platform for learning, you will have a significant number who prefer this modality. It is up

to you to determine, based on the individual needs of your students, the degree to which you integrate Edmodo into the classroom.

Getting Started

It took six months and several conversations with peers to get comfortable

with the idea of using social networking in my classroom. I like to jump on a band wagon when I see the advantages, but in this case, I could also see

some red flags. Doing my due diligence, I set up my own account early on in

45

the process to get a feel for how it would work. If you are a complete newbie

to this platform here is your first tip. Sign up as both a teacher and a student. The only way to find your way around is to experience the site as a

student. One more important detail, In order to join as a student, you will need to create your first ‘group’ as a teacher.

The Edmodo home screen makes getting started a snap for teachers as well

as students. What isn’t quite so obvious is their use of ‘group codes’ to establish boundaries between groups of students or even groups of teachers.

In order for a student to join Edmodo, they must have a ‘group code’ to plug in.

Edmodo’s system of organizing by groups is a thing of beauty and simplicity,

but know this: they can be created and destroyed with the click of your mouse. They can also be renamed if you make a typo or just want to call

them something more meaningful once in use. Create a ‘playground’ group

to keep the classroom chat separate from the assignment groups. This really helps in the area of online classroom management.

Name your experimental group playground by clicking the CREATE button on

the left of the screen. A confirmation will appear with your group number. It will always be available to you when you click on the group. Now that you

have the group, you can join as a student. This requires logging out and then selecting ‘I’m a Student’. I tell my students they do not need to enter

their email address. They simply need a user name, password and an initial group code to get started. Learning to use Edmodo makes more sense when

you experience it as a student.

A New Way of Doing Things

The Edmodo site promotes teacher learning and shares established practices

through free webinars. One such webinar is called, 20 Ways to use Edmodo. I watched and listened to see if I could learn something new. When I say

new, I’m referring to a new way of doing things probably already done before. Here’s a sampling of things that resonated for me: blogging, role

playing, peer evaluation, conversations, grammar checking, tutoring, parent communication, calendar events, grading, quizzing, polling, book clubs,

scavenger hunt, alumni group, after school activity, PBL preparation, teacher collaboration, reading assignment, writing prompt, international pen pal,

audio messages, reading fluency, flipped classroom.

Grades 3-5 Literacy Instruction Supported by Social Networking

I have taught grades K, 3, and 5 and I think Edmodo is best suited for the

46

upper elementary classes and above. The print is small and the pages

somewhat complex. I do think a willing teacher could make it work for

younger students, but would probably do more work.

In my classroom, Edmodo was used primarily as a way for students to

communicate their understandings and misunderstandings about content.

My goal was to stretch their thinking, to generate questions that would lead

to deeper learning. Edmodo tracks student activity online. It allows you to

hold them accountable for their contributions. Their work may also be

tracked by parents using the parent access code.

I have incorporated the use of Google docs by creating small groups and

designating one person as the recorder. They add all of their content to a

shared document (Google doc) which I embed as a link on Edmodo. Thus,

students work collaboratively in small groups to create something for the

whole class.

Implementation and Classroom Organization

Students sign in to their personal accounts making it a 1:1 interface.

However, small group projects also work well if one student is the

designated poster for the group. In a school with a lack of 1:1 access to

computers, students can take turns posting.

The real challenge of social networking is teaching students how to filter

their comments and to develop a sense of digital citizenship. My advice is to

provide several very good examples of misunderstandings that result from

inappropriate use up front. Ask students to work in small groups and to

rewrite their conversations so they yield better outcomes. I also reviewed

our Acceptable Use Policy with the students and notified parents about our

classroom social networking efforts.

Time is an important implementation consideration. Classrooms have

different numbers of computers and varying amounts of time in the day to

offer access to students. How much time are individual students able to use

the Internet each week? And what are they expected to accomplish? Let’s

say students have about 50 minutes a week to spend online. This may

become compromised due to schedule changes such as assemblies. If you

budget 30 minutes realistically, will they be able to complete their Edmodo

47

assignments in school? I have found this to be the toughest part of my

planning. Several of my students either don’t have home access or their

parents prefer they remain off the computer at home during the week. Try

to anticipate limitations. Next, try out your lesson. Time it. Make sure that

most students will be able to complete the task in the allotted time, then

plan provide partners for those who need extra help.

Edmodo can be used on any platform although some may offer limited

functionality. With iPad, for instance, access is by an APP or using the full

site. Using the APP, it is possible to upload images. Students tell me they

use Edomodo on their iTouch devices and on their parent’s iPhones, in

addition to using it on their home computers. I suggest you have at least 3

classroom computers available for student use and make time to spend at

least an hour every other week in the computer lab if you have limited

resources in your school.

Your Edmodo Library: Save all of your links, embed code, and more

The Edmodo library offers a unique way to save, share and distribute

content. Anything you store is available for assignments or posts and can be made available through folders that appear to different groups depending of

their purpose. The same item can be shared in numerous folders simultaneously. Students have a library but it’s called a backpack instead.

They can save their images and documents. Once you sign up for some of the wonderful Edmodo communities, you will see loads of posted resources

to add to your own library. I use several social networking sites but this one is perfectly targeted for educational use.

Assignments

Starting the year off with some Edmodo challenge assignments will help you

see who is most adept and who needs the most support. I like to start with

three challenges designed to familiarize my students with some web 2.0

tools. They address different learning styles and offer opportunities for

extension and remediation as well as for student exploration and reflection.

48

In addition to fostering learning in the area of Vocabulary and Reading, the

first assignment introduces students to skills needed to use Edmodo, like:

how to save and upload an image. Student generally enjoy making word

clouds, so I begin this first challenge with a very easy to follow procedure to

create one that is saved as a jpg graphic file. Following that, they upload it.

If you feel your students need more instruction in how to accomplish this

than online directions provide, employ the’ each one - teach one’ method

and start by demonstrating to a small group and allowing them to gradually

teach the rest of the class. I often use peer teaching to facilitate the

learning process because it leads to greater collaboration and group

problem-solving.

49

Another assignment describes how some students in Uganda must risk their

lives crossing a perilous, makeshift bridge to get to their school which is on the other side of a raging river. My students must respond to the question

“How far would you go to take a test?”

Here are several examples of student responses to the previous assignment

(along with my comments):

Student - If I was one of those kids going to school I would go! No matter what the young kids would of said I still would of crossed. It is like an

obstacle on Test Track in Disney. Everyone should have an education, no matter what size or age. If could not get educated, I could not be a vet.

Even those kids have dreams to be what they want to be. It is so sad that some can't go to school. Their parents could be dying or even very sick. It is

just an obstacle in life and it is so sad. Everyone should have an education and a good life. Sometimes you feel that you should try to help those kids in

Uganda, and give them proper medications. That is what I think we should help those kids.

Me - You are a compassionate person with a big heart. I like your simile,

about the Test Track at Disney. I also see that you acknowledge that all kids

50

have dreams. It's easy to forget this when we look at people so far away in a

different world.

Student - It is important for these kids to cross this bridge and the trees around it, so that they may be able to inherit the education that separates

our country from theirs and can make them knowledgeable to the point that someday they may be able to live in a country as great as ours and that

they may establish their own understanding of life. To me, this bridge symbolizes life. Life is full of risks and chances that you must take in order

to be successful.

Me - With your permission, I would love to share this with the Springs Alive Community School. The sincerity of your words moved me and I know it

would mean the word to them.

Student - Thank you Mrs. Shields! I really appreciate your kind words.

In many ways, this kind of lesson is an assessment. It reveals unique

perspectives and allows students to see other points of view. As a teacher, I was moved by many of the responses. Posting images and asking for

thoughtful reflections teaches students to ask questions about what they see, pay attention to details and connect prior knowledge in drawing

conclusions.

A third activity centered on the way the use of multimedia and simulations helps engage students and foster higher order thinking skills. This year I

used an interactive simulation (Discovery’s Virtual Volcano) for a geography unit. Students were asked to create an eruption. Check the resources at the

end of the chapter for this link. Below you can view this assignment as I posted it in Edmodo for my students.

Become a volcano designer!

How are volcanoes alike and different?

Use your graphic organizer to complete this task: 1. Design 4 different volcanoes by adjusting the levers on Viscosity

and Gas. 2. Create different combinations and then START the ERUPTION!

3. Mark your settings and note the type of volcano and a brief description.

4. Illustrate what you see.

51

Answer the following question in the TURN IN section:

What is your favorite type of volcano? Explain why you chose it.

Students were required to illustrate their favorite volcano and explain how it

was formed. They tended to work side-by-side, sharing their excitement with each other. Social learning requires thinking aloud and hearing how your

ideas sound to others. For many students, this gives them the confidence they need to make a post.

All of these assignments utilized the Edmodo social networking resource to

establish a flexible learning environment in which student writing became the principal means of communication and exchange. Further, they all

involved thinking, reflecting, and collaborating, all facilitated greatly by social networking, mirroring its tremendous impact in the real world beyond

school.

Standards Addressed - Common Core ELA Standards

The new Common Core standards and for ELA, create a shift from just reading, to reading more informational texts. It suggests that students will

benefit from exposure to a wider range of nonfiction texts related to core content areas. I view the adoption of Common Core as an invitation for

greater collaboration among teachers. Edmodo is a learning management system, and like your classroom, it will reflect your personal focus. I think

Edmodo will assist me in building my Common Core materials through my connections with other teachers. Now that most states are sharing a

common curriculum, the content will be more easily shared and more readily available.

52

ISTE NETS for Students

Here are examples of how to incorporate technology standards for students using Edmodo:

1. Post a picture of an unusual global phenomenon. (Students facing extreme challenges.) Ask students to identify the reason for the

phenomenon and ask them how they would solve the problem. (3,4)

2. Students can manage their assignments by using the grade book and calendar features in Edmodo. It adds a new dimension of accountability

for students to complete their work in a timely manner. (4,6)

3. Students develop a social networking identity and learn digital citizenship

using Edmodo.(2,4,5)

4. Post a simulation website link related to science or social studies content. (I used the Virtual Volcano)Ask students to study the scenarios and

hypothesize how the events might have been different? What is the

cause and effect relationship? (4,6)

Assessment Students will be assessed using the following methods

a) Participation - Edmodo tracks all student posts and assignments. b) Formative - Edmodo allows a teacher to create quizzes and polls to collect

snapshots of how students are doing on a given standard. c) Summative Assessments - Edmodo can serve the purpose of preparing

students to take summative assessments by providing skill-building activities, teacher power points reviews and possibly podcasts of content for

test preparation. Projects are easily posted and may be assigned and graded as summative assessments.

Resource to Learn More about Using Edmodo in the Classroom

http://help.edmodo.com/edmodo-mini-lessons/

http://www.livebinders.com/play/play_or_edit/82344 http://cybraryman.com/edmodo.html

http://help.edmodo.com/teacher-rollout-resources/ http://youtu.be/F1SXlLtmJ_Y DCSDonDemand

http://durffsblog.blogspot.com/2012/04/using-edmodo-in-elementary-classroom.html

http://dsc.discovery.com/convergence/pompeii/interactive/interactive.html

53

A brief bio: Kathy D. Shields I am a second career teacher with a passion for

learning. I have two wonderful adult children soon to become college graduates and a loving husband of 25

plus years. My book club is like a second family to me. I like to keep my ear to the ground, consider

many facets to a story or solutions to a problem and view teaching a wonderful way to glimpse the future

through the eyes of a child. I admire my coworkers who have endured long years in this profession,

because they are all tireless champions for students. I live to learn, so I’m currently pursuing an Ed.D. at

Kennesaw State University, with a focus on Teacher Leadership and Instructional Technology. Follow me on twitter @kathydshields

54

Using Online Discussions to Develop Literacy Skills and Integrate the

NETs

Sandra Wozniak

Do simple writing prompts freeze the minds of your students? Do your

students know the fine art of arguing? Do your students glaze over when faced with informational text? How can you help them avoid "I don't know

what to write, so I’ll write the same thought 16 different ways”?

As a middle school teacher, curriculum developer, and district technology Yoda, I always say you need to sneak some beans into their brownies and

develop activities that are good for them in a manner that excites and engages them. Studies show that students’ writing improves when they

have an audience and purpose, an interest or passion, and time to think about it. Today’s Net Generation comes with access to an audience 24/7

and a penchant for online discussions. Let’s harness our tech savvy students’ enthusiasm for these tools, fuel classroom discussions, and build

skills they’ll need for the 21st Century.

We’re all in this together

Developing deeper understanding of content, appreciating different

perspectives, and being able to synthesize new thought is a common goal of all curriculum areas - not just language arts or reading class, according to

the new Common Cores Standards. Online discussion tools will help students develop “argument, ideas and voice”, integrating all six NETS-S

standards with the 3R’s (reading, writing, and relevancy) of good literacy

practice.

Online discussion activity

NET-S Common Core

Students read text,

content, primary documents to support

claims or arguments in discussion

Critical Thinking and

Problem Solving

W-9 Draw Evidence

from literary or informational texts to

support analysis, reflection, and research

Students develop and

present conclusions, recommendations and

Critical thinking and

Problem Solving

Creativity and

W 7-1 Write arguments

to support claims with clear reasons and

55

issues Innovation relevant evidence

Students interact online

to examine complex issues from multiple

points of view using guided questions and

discussion

Communication and

Collaboration

Technology Operations

Digital Citizenship

W7-6 Use technology,

including the Internet, to produce and publish

writing and link to and cite sources as well as

to interact and collaborate with others,

including linking to and citing sources.

Students critically and

constructively examine

their own and others’ perspectives while

supporting their arguments in a clear

and persuasive manner

Communication and

Collaboration

SL9.3 Evaluate a

speaker’s point of view,

reasoning, and use of evidence and rhetoric,

identifying any fallacious reasoning or

exaggerated or distorted evidence

Although Facebook enthusiasts feel we need to be “where the students are,” many practicing teachers find obstacles to using social web sites (including

blocked sites, lack of control over content, student age and privacy issues) too overwhelming. This holds particularly true in middle school, where many

students are not legally old enough to have Facebook or other accounts with profiles attached. Fortunately, there are many educational online

discussion tools available to use as viable alternatives that offer features our

students love. These tools are not only free, but are easy to use.

Working through a district initiative to develop tech infused problem-based

learning opportunities for students, I’ve collaborated with many educators to develop engaging, interdisciplinary units that support literacy. Attending

national conferences (like ISTE, NAMLE, NCSS) has given me opportunities

to discover and share a wealth of collaborative tools and their implementation in the classroom. I’m hoping my experiences can help you

learn the power of (and avoid the pitfalls of) using online discussion platforms.

Start Simple

Beginning by implementing these tools in simple ways will help build confidence in developing activities that produce results. As these tools are

web-based, I highly recommend that you log onto them in school to avoid

56

the first obstacle - the blocked site. School IT departments have all sorts of

parameters set up that are not the same as yours at home- what teacher has not found that out the hard way? Our district IT department has always

been very responsive in helping me get a web tool going; however, “responsive” was never quick enough so that I didn’t need a plan B.

Setting the stage

Before using any online collaborative tool, it’s important that we give students a jumpstart with the rules of netiquette and set the stage with our

expectations. Our students understand simple classroom citizenship rules. What they may lack, however, is a sense that there is also a unique set of

rules for online discussions (be polite, don’t use all caps, remember the

person behind the avatar, etc.). It’s up to you whether you want students to use their real or screen names. Using screen names is another great lesson

on putting your best foot forward online and it gives shyer students the opportunity to participate more freely. I‘ve found that students who never

contributed to a class discussion were “in it to win it” when it came to online discussions. Using screen names can also avoid legal problems. Maintain a

record of screen names and real names to identify who is who. Many of the “social problems” that find their way into the middle school these days have

spilled over from cyberspace as our students see the internet as a place where “anything goes.” Teaching digital citizenship (Nets Standard 5) is a

must.”

Digital Discussion Guidelines

The good news is that you do not have to reinvent the wheel. There are some great resources for online discussion rules like “Interact with Tact” (http://onguardonline.gov/articles/0033b-interact-tact) or the “Dos and

Don’ts of Online Student Communication” from Collaborize Classroom. Setting these guidelines as standards is a great way to get your students

started. Using these tools is a great way to model and monitor skills as well as giving students the opportunities to practice good digital citizenship (NET-

S 5) in a private protected community before they go “global.”

Now, you’re both ready

Online collaborative tools range from simple “post-it” boards such as

Stormboard or Padlet to customizable content-oriented discussion tools such as the SCAN tool, Edmodo or Collaborize Classroom. What they all have in

common is the power to engage students by allowing them to interact with

each other combined with the ability to integrate the 21st Century higher order thinking skills.

57

One of the simplest “discussion tools” is “Today’s

Meet” (www.todaysmeet.com) – it

takes only seconds to set up a

private discussion board that does not require participants

to register or log in. Simply fill in the URL

www.todaysmeet.com/XXXX with your topic or class and

send them there. Just as we use “discussion questions” to guide our students while showing a video or reading an article; you can put the actual

“discussion” in right from the start. Students could set up a discussion to collaborate on a group project from home or brainstorm ideas for a project.

Using this discussion tool is a great way to get your feet wet in the online discussion world.

These tools come with a built in audience and models of good thinking.

Students are more apt to take time, thought and care with their writing when they know that their peers will be reading it. They also can get new

ideas and perspectives and see models of good writing when reading others’.

We modeled using Today’s Meet in a staff professional development meeting, posting questions and discussion as we watched videos of

classroom teachers. In the classroom, we used this tool to post questions for students as we watched some scenes from “Remember the Titans.”

Instead of worksheets with rote questions to get students to focus, we were able to have them discuss things like: “How do you think those black

children felt on their first day of attending the previously all white school?” It was easy for students to see different points of view and build empathy

for characters and express themselves in the online chat. Teachers can join

in and monitor the discussion. Transcripts can be saved for assessment and documentation. Consider inappropriate comments as “teachable moments.

There are also some very simple “post-it” note boards where students (and teachers) can collaborate and discuss issues. Padlet and Stormboard are

two great examples of these free brainstorming tools. We’ve used these

boards to have students post possible topics, share issues or points of view, etc.

58

In this Padlet example we asked

a 4th grade social studies class that was learning about why

laws are important, to brainstorm issues that we might

need rules for on the playground. Students went to

the activity’s unique URL and clicked on the grass to add their

ideas. Students were able to contribute to the brainstorm and see a wide variety of issues brought up by their peers. Students could physically build

their ideas and post related issues around others that were posted. Teachers register, set up a site, name it (example:

www.Padlet.com/playground) and then share the URL. Padlet, a little simpler and more graphically pleasing than Stormboard, might be better suited for

younger students.

Caption: Stormboard (formerly Edistorm) was used by educators to

collaborate on developing activities around upcoming NASA mission.

Stormboard gives you the ability to organize, comment on, and vote on

ideas. It was used as a springboard for a group of educators developing new

activities around an upcoming NASA mission. Teachers from across the globe were able to post ideas, comment on others and eventually group

themselves according to topic area. We also used this same tool to help a Gifted and Talented class to prepare for writing a mock trial based on the

First Amendment. We had students first post ideas in Stormboard on how the First Amendment might apply to their daily lives. From there they were

able to post ideas and brainstorm possible scenarios, and vote on the one they were going to produce. Stormboard allows you to divide your ideas

into sections, so you can have your class do a group KWL activity around a topic. Setting up areas for Knowledge you have, for what you Want to know,

and for what you Learned. Teachers register for a free site, select “create a

59

storm” and get a private URL to give to students. Participants can also be

invited by email. They join in the conversation by adding a sticky note. Teachers can delete or rearrange sticky notes as they see fit.

Perhaps the strongest argument for using tools like this is the potential to get all students engaged in the discussion. Typical class discussions are

often dominated by three or four “quick thinkers.” All conversations are

generally documented and archived so that “participation” grades can become objective rather than subjective and qualitative rather than

quantitative. These tools also provide many of the prerequisites for good writing: organizing and clarifying information, incubation time to think,

discuss and digest, and active participation. They also provide visuals for those learners that favor that modality.

Collaborize classroom is another tool that I have found to be a great way to develop

good writing and increase student

exposure to informational text as required by the new common core standards.

(http://www.collaborizeclassroom.com/resources/common-core-standards/common-

core-standards-english-language-arts-high-school-9-12th-grade) This platform

allows teachers to pose higher level thinking questions in a number of ways in

a private classroom setting using videos, photos, primary documents, articles and

other informational text.

Teaching them to Argue

Do kids really need to be taught to argue? Arguing in a civil manner with logical

assumptions is not something they see every day! The new Common Core Standards state: “the ability to write

logical arguments based on substantive claims, sound reasoning and relevant evidence is a cornerstone of the writing standards, with opinion

writing – a basic form of argument- extending into the earliest grades.” The SCAN tool, developed by the nonprofit TregoED, is a little known gem,

offering the perfect opportunity to hone argument writing, problem solving, and civil discourse skills. Our school was fortunate to be on the ground

floor of the development of this tool.

60

SCAN is an online discussion tool that provides content and a critical thinking

strategy. SCAN provides an issue or historical event that has different perspectives. The variety of these runs the gamut from cell phone policies

and genetic engineering to the Boston Tea Party and bullying. The SCAN tool features a library with many of these, as well as allowing teachers the

post their own with a relatively inexpensive subscription ($45/year). Students work through the SCAN problem solving strategy (Stop and think

things through, Clarify the Key issues, Ask yourself what’s most important, and Now, what’s your next step?) entering their point of view, commenting

on others, and collaborating on a solution. We used SCAN as the cornerstone of the ISTE Technology Innovative Award winning lesson “Who

Owns History,” (submitted by Media Specialist Cynthia Cassidy and Language Arts teacher Michelle Cook). They tailored the SCAN library’s

“Egyptian Artifacts: Where do they belong?” lesson to their students’ needs and linked additional resources and media elements in a livebinder to the

lesson on deciding who should own Egypt’s numerous artifacts that are on

display throughout the world. The tool not only gave us a built in problem solving process, but it gave us the ability to differentiate the lessons to meet

the diverse needs of our language arts students. Their students selected specific points of view (Egyptian citizen, American museum curator, U.S.

archeologist, and Egyptian director of Antiquities), and followed the prompts of the four-step critical thinking strategy to explore and promote their

viewpoint. Links to articles, videos, and resources allowed us to enrich the reading and frontloaded students with information to enrich their writing.

Using the SCAN tool is easy, teachers register and follow three easy steps to

set up a lesson and get a unique URL for their class.

61

62

We were able to provide instructional text, a relevant and authentic topic, perspectives, practice with formulating logical arguments, and critical

thinking. Putting it all together- problems, resources, communication, and perspectives, students are frontloaded with the information to be able to

synthesize real solutions to real problems and write persuasively with a purpose while touching on all six areas of NETS-S. Based on the transcript

of the discussion, we were able to asses focus, organization, and

development of ideas, voice, and conventions – all foundations of good writing. Using this tool across various subject areas in our school, we have

increased our students’ reading of informational text by 50% and have seen an increase in student writing skills (particularly for special education

students). We’ve used SCAN to have students take on the roles of characters in literature, practice historical thinking, examine ethical debates

in science or make action plans for problems like bullying.

Bottom line

We have found many benefits of incorporating online discussion platforms in

developing literacy skills and integrating the NET-s. The most obvious is the increase in enthusiastic participation by students. Some of our students

have used these and other tools to “flip” their classrooms and deliver

content outside of school. Given proper guidelines and expectations, the quality of student discussions and writing has increased as they are

The final page of the online SCAN

session supplied concrete

evidence of student participation

by providing a summary of the

activity for students and teachers.

This streamlined the assessment

process.

63

motivated by the audience of their peers and view models of good writing by

others.

Common Core Standards in ELA

Writing Text Types and Purposes: W._.1

Production and Distribution of Writing: W._.6 Research to Build and Present Knowledge: W._.7 ,

W._.9

Speaking & Listening Comprehension and Collaboration: SL._.3

ISTE NETS for Students 1. Creativity and Innovation: a – b – c – d

2. Communication and Collaboration: a – b – c – d 4. Critical Thinking, Problem Solving, and Decision

Making: a – b – c – d 5. Digital Citizenship: a – b – c – d

6. Technology Operations and Concepts: a – b – c – d

Author’s Bio: Sandra Wozniak continues to teach despite being recently

retired after 33 years at the Mt. Olive Middle School. While there, she

developed and taught courses in Robotics and 21st Century Skills. She was NJ Middle Level Educator of the Year in 2010. She recently wrote curriculum

for the NASA ISTE MMS Mission project. She works with the nonprofit TregoED whose mission is to teach students how to think, not what to think,

is a featured blogger for Technology Integration in Education and blogs at http://scanwerecriticaltothinking.blogspot.com/

Sandra Wozniak

21 The Rotunda Andover, NJ 07821

sanwoz@gmail.com @sanwoz

http://www.collaborizeclassroom.com/resources/common-core-standards

http://www.tregoed.org/files/CCS-SCAN_Can_Help.pdf

64

Student Led Podcast Projects Make Common Core Literacy skills

Come Alive

by Dr. Rose Reissman

BROOKLYN, N.Y.

1. A team of five sits around a conference table with a cell phone serving

as a time clock. They have a script in front of them, but often stray

from it as they rehearse their conversation, a review of financial

literacy resources available on the web. The moderator, who’s also

the leader of the team, watches the clock to make sure they don’t run

over their allotted time. After the rehearsal, the team listens to what

it recorded and their leader conducts a reflective debriefing on its

strong and weak points. He adjusts his outline for their upcoming final

recording.

2. A team of newcomers to the United States who are studying English

rehearse the lines of a script based on The Sign, a story from Simms

Taback’s Kibizers and Fools (Viking, 2005), before they record their

performance of it for a podcast . They are led by a student director

who explains to them the type of voice projection, elongated diction,

and voice levels necessary for successful podcast recordings. As they

practice, he supports them, suggesting how they can best read their

lines in character. Both the speakers and the director are satisfied

with the recorded performance that results.

3. Teams of students who have designed their own fan author websites

stand up in front of an audience of peer website creators to share their

site design ideas, use of web creation software, and problems

encountered during the fan site creation process. As they speak, the

group leader, a peer who had the original idea for doing a fan site,

advises the others as they research and design fan sites of their own.

Their oral presentation is recorded for a student podcast to be included

as a part of an adult, online book study for teachers.

65

Behind the Snapshots: Common Core ELA Connections

All of the above are snapshots of Podcast, Project-Based Learning activities,

which enhance the in-place, grade 6-8 ELA curriculum and that support the

Common Core ELA shifts in instructional focus. The participating middle

school students come from (Special Education) Resource Room, ELL,

Enrichment, general education, and newcomer classes. They are all busily

and productively engaged in developing authentic podcasts for target

audiences of peers and adults and must meet set deadlines.

In each of these projects, students serve as leaders for their peers or for

younger grade students. Literacy Leadership is an important dimension of

the instructional program at the school. These projects lead to improved

Literacy outcomes, as well as personal growth for individuals and enrichment

of school culture. Students view a leader as someone who generates the

initial idea for a podcast theme or develops a script, as well as having an

auteur vision for directing other student podcast participants; including

speakers, sound effects and music score technicians, and others involved in

creating the final podcast product.

Podcast Literacy Leaders have very specific ideas about how recordings

should be edited, as well. Further, even though some of them are just 11

and none are older than 14, they can all effectively communicate their vision

of how they want their podcast projects to evolve. Beyond preparation for

the podcasts, these leaders analyze the finished products to suggest the

next podcast project, being mindful of relevant themes and their ELA

curriculum. They also carefully listen to them to improve their direction and

scripting skills. The leaders have volunteered to work several lunch periods

and after school to acquire boot camp leadership training. During this

training they are taught how to work with younger peers to support these

peers in accomplishing project goals. The leaders learn the basic elements

of: project organization, adhering to time tables, using a microphone, voice

quality and delivery for a podcast, coaching peers and communicating

project goals to various audiences (teachers, students, administrators,

graduate education students, parents).

66

Under peer leadership, the teams enjoy working together as a unit toward a

common goal, the production of a podcast to be shared with an online

audience of peers and adults.

As they enjoy the college readiness and career training aspects of podcast

production, all student team members are validating the 5 pillars of ELA and

content area literacy (CCSS). For instance, as they worked on their financial

literacy resource review program, they were reading texts that reflect

informational text –staircase of complexity concerns. This is the thrust of

the instructional shifts that result from adoption of the Common Core

Standards in ELA.

In their planning and recorded conversations, students discerned the key

points of web-based financial literacy resources (informational texts), asked

one another relevant questions, and cited specific text-based evidence when

offering an interpretation. In examining this body of resources created for

middle school students, students addressed the adult perspective on

financial literacy from their own point of view. The topic of financial literacy

helped the students focus on academic and domain specific vocabulary. This

type of podcast-based literacy project includes writing and research that

analyzes sources and uses relevant evidence from the online sources to

support team members’ viewpoints.

Students in the second group described above, from a sixth grade (Special

Education) resource room/ESL class, used the contemporary young adult

classic text of Taback’s “The Sign” from Kibitzers and Fools, to build their

cultural knowledge about life in Poland in the 19th century. They learned

Jewish Folklore and Yiddish phrases that have become part of the English

language. This addresses shift 2 of the Common Core standards by

enhancing student knowledge of the disciplines and enhances shift 6

students’ academic vocabulary.

As they focused on comprehending the text of the print narrative they were

working from, identifying domain specific vocabulary by using punctuation

marks as anchors, and marking potential script lines for their podcast; they

were seamlessly practicing use of text dependent questions and tasks. This

addresses shift 4, text based answers, since the scripts were developed

directly from text based tasks.

67

This folklore tale involved students in using a quality text to consider what,

for these students from Uzbek, Afghanistan, Iraq and other cultures, was a

new culture. The task of transforming a narrative story into a podcast script

engaged the students in writing and research that analyzed sources and

forced them to reference their final script to evidence in the folktale.

Students in the third group described above, who were designing fan author

sites, experienced shift three, text complexity, as they reviewed a range of

other publisher and fan sites to get a feel for the electronic author site

genre.

They observed the standard components of published author web sites:

Author Bio; FAQ section, list of the author’s works, interviews, blogs, videos,

etc. Then, they were given the text-dependent task of working from those

sites in order to author their own text and design content for the pages of

their own author fan site. They focused on specific vocabulary: home page,

tab, html, public domain, easy navigation, quick loading, interactive, and

blog. As all creators of fan sites must, they had to do writing and research

plus use relevant evidence from multiple sources to support the construction

and purpose/message of their sites.

School Community Context and Applicability

Ditmas IS 62 (a Brooklyn middle school), helmed by Principal, Barry

Kevorkian, has a long standing history of offering a menu of rigorous

academic and engaging arts programs. In addition, Ditmas offers a

plethora of opportunities that authenticate literacy learning through real life

leadership activities (Wilhem and Nowak, 2011).

The students for which the body of practice covered in this chapter was

developed represent the broad spectrum of learners taught in a typical,

inner-city, public middle school. They range from on-grade level ELA

students to enrichment class students to newcomer to special needs

students, as well as CTT students (Collaborative Team Teaching students-a

mix of special needs and regular education learners).

The objective of these podcast projects is to guide students through a broad

spectrum of ELA achievement, second language acquisition, special needs

challenges and learning styles, as well as to learn to work collaboratively

within their individual classes or in partnership with older peers. Once

68

completed, they can listen to their podcasts and reflect on their achievement

and potential for enhancing their speaking and listening skills. The podcast

format allows these students immediate feedback from peers in their

classrooms, on school public address system, and beyond.

Teachers Pool Expertise to Support Independent Student Podcasting

Projects

For the Financial Literacy podcast, I worked with a group of self-selected

students who were eager and willing to tackle the issue of how and why

financial literacy should be taught in middle school. With the support of our

school technology coordinators, they reviewed online resources designed by

adults for middle school use. They read a range of electronic texts and

focused on the text-dependent task of deciding the extent to which the

resources were appropriate or not for middle school audiences. They had to

defend their point of view with reference to evidence in the resources

themselves- all, ELA shift 3 staircase of complexity tasks.

To foster podcast recording and production skills, Mr. Angelo Carideo

(technology coordinator) spoke to the students about how to nuance, slow

down, and lengthen their speaking for the purpose of podcast recording. In

doing this he modeled aspects of leadership for students interested in

assuming that role. Students became real podcast creating insiders as they

learned about the problems of ambient noise and proper use of the

microphone for effective podcast recording. They rehearsed and realized the

difference of small group and large group recordings for target peer and

podcast audiences. All of these routines and strategies allowed the students

to accomplish the core ELA goal to teach text complexity through effective

student engagement routines, as well as assume the role of podcast project

leader.

Ms. Amanda Xavier, master ELA teacher and I wanted an approach which

would engage her sixth grade resource room class in gaining fluency and

competency with the Common Core staircase of complexity text dependent

questions and tasks. We used the printed narrative text of “The Sign” from

Taback’s Kibitzers and Fools to scaffold student engagement through

following reading routines and close reading of text. The podcast project

allowed us to set a reading purpose (how the students would adapt this

69

narrative for a podcast) for our theatrical model of fluent reading and

metacognitive processes as the students followed us along. They “wrote” the

adapted podcast script themselves. An upper class student leader coached

and directed them in the techniques of rehearsing and recording the

podcast.

How To Adopt Podcast Project-based Literacy Learning

First decide on a specific manageable length text (i.e. group 2 -

Taback short narrative) or topic (i.e. group 1 - financial literacy or

group 3 - individual student author site web designer teams) focus.

Make certain that the goal aligns with the key Common Core and

ISTE skills and content/genres you already teach. Plan for a

podcast length of 15 minutes for which anywhere from 30-45

minutes of material (before editing) might need to be recorded.

Next, schedule the date for the end-product to be ready and

identify an audience for it BEFORE you present the project to the

students. A class podcast blog or an area on the school website with

an invitation to parents and school community stakeholders will

serve for this very well.

Next search the Internet yourself for podcasts that offer the

students age and English language appropriate model podcasts for

listening. Treat the podcast format like a genre for students to

master, before they try to accomplish an “in style of” podcast of

their own design. Devote at least one class lesson to listening to

these model podcasts as a class and discussing specific

speaking/special effects/music appropriate for them.

Make certain that the usual ELA/other content/skills you teach

within your Common Core ELA curricula (novels, persuasive writing,

small group, large group presentations, text dependent questions,

reading routines, close reading of text, text dependent tasks) are

explicitly suggested and outlined.

Even if the students will independently adapt the printed text to

podcast format, make certain to model that task by first reading the

text aloud yourself or having students read it aloud. Next, lead the

whole class in starting the first lines, setting and role details for the

podcast. Lead a whole class discussion of what the roles, setting,

70

and sample dialogue lines extracted from the printed text of the

original narrative will be and how that evidence is to be identified

(include use of quotes, punctuation, and other details in the original

text so that students can identify them for further use as they

complete the text).

Finally, put the assessment piece you will use with the students

front and center within the project description. Make certain you

include a student-friendly ELA skills (Common Core) and

Technology Skills (ISTE) aligned rubric for them to use in assessing

their own achievement. This rubric should parallel those for

writing, speaking and listening which you have already used with

your students.

Why adopt this practice to suit your classroom curricula content and

objectives?

In this tense time of teacher accountability (in terms of test scores and

Common Core ELA skills application) why should teachers engage in a series

of podcast projects? Won’t spending the necessary time to practice and

record podcasts detract from their scoring well on tests and demonstrating

their mastery of Common Core ELA skills/competencies? Won’t taking time

to review the texts of print narratives to adapt them to podcast demands

and rehearsing and recording them take too much time and attention?

Ironically, podcast projects make all the Common Core mandated Literacy

skills (reading, writing, speaking & listening, presentation of knowledge and

ideas) come vividly “alive.” Students who engage in the text dependent

questioning, note taking and writing design, for a podcast, are preparing to

“score” high in attained skills mastery and test sophistication as they meet

the “test” demands of real audiences.

Unlike other technology literacy products, podcasting is immediately

available to educators with a minimum of expensive equipment and editing

necessary. At Ditmas, podcast project-based learning seamlessly integrates

and invigorates rigorous Common Core multi-content one podcast at a time.

71

Products Resources Standards

Podcast- financial -literacy, financial

resources peer

software review round table,

Taback podcast, Author Fan Sites

podcast

Audio Recorder, Editing Software

(Audacity, Garage

Band, etc.)

ISTE 1,2,3, 4, 5, 6 Common Core ELA RL

1-10, W 1-10, S and L

1-6 Language 1-6

Piercy, Thomasina and William Piercy. (2011). Disciplinary Literacy: Redefining Deep Understanding and Leadership for 21st Century Demands.

(Englewood, CO: Lead and Learn Press).

Scholastic. (2012). Common Core State Standards-Complex Content Text.

New York: Scholastic.

Financial Literacy Buzz Podcast (episodes #15 and #16 – Ditmas Middle School): http://financialliteracybuzz.blogspot.com/

ISTE Literacy Special Interest Group Book Study (with podcast that includes

Ditmas students recorded conversation about creating author fan web sites):

http://siglitbookstudy.blogspot.com/2012/06/final-session-student-create-

author.html

72

Podcast team leader’s show outline.

Ditmas podcast as it appears in the Financial Literacy BUZZ blog.

73

Common Core Standards in ELA

Reading: Literature

Key Ideas and Details: RL._.1 - RL._.2 - RL._.3 Craft and Structure: RL._.4 - RL._.5 - RL._.6 Integration of Knowledge and Ideas: RL._.7 – RL._.8 - RL._.9 Range of Reading and Complexity of Text: RL._.10

Writing Text Types and Purposes: W._.1 - W._.2 - W._.3 Production and Distribution of Writing: W._.4 - W._.5 - W._.6 Research to Build and Present Knowledge: W._.7 - W._.8 - W._.9 Range of Writing: W._.10

Speaking & Listening Comprehension and Collaboration: SL._.1 - SL._.2 - SL._.3 Presentation of Knowledge and Ideas: SL._.4 - SL._.5 - SL._.6

Language Conventions of Standard English: L._.1 - L._.2 Knowledge of Language: L._.3 Vocabulary Acquisition and Use: L._.4 - L._.5 - L._.6

ISTE NETS for Students 1. Creativity and Innovation: a – b – c – d 2. Communication and Collaboration: a – b – c – d 3. Research and Information Fluency: a – b – c – d 4. Critical Thinking, Problem Solving, and Decision Making: a – b – c – d 5. Digital Citizenship: a – b – c – d 6. Technology Operations and Concepts: a – b

Dr. Rose Reissman is a veteran teacher educator who most enjoys working

with students in student led projects. She is also a teacher researcher and

author who has been published by: NCTE, ISTE, ASCD, Corwin, Penguin, and

Kappa Delta Pi to name a few publishers. She takes pride in running the

Ditmas Writing Institute with the support and leadership of Principal Barry

Kevorkian and teacher leaders: Michael Downs, Angelo Carideo, Amanda

Xavier, David Liotta, Rosinda Rodriguez, Sofia Rashid, Heather Barron and

others. Among her products and projects are: student print and

e-publications, museums in school, podcasts, oral history forums, Expos and

more.

74

Using Technology to Enhance Reading Skills for English Language

Learners

By KIMBERLY M. THOMAS

REASONS AND HYPOTHESIS: English Language Learners have an extremely difficult time learning how to

read in their second language. Technology can be a very useful tool in teaching reading readiness to middle school and high school aged English

Language Learners (ELLs) who are experiencing their first taste of the English language.

Reading readiness is one of the biggest obstacles facing ELLs because of the

vast differences between English and most other languages. Reading

readiness skills/emergent (beginning) reading skills are very important because they lay the groundwork for all other literacy related learning.

Without reading skills, students do not excel in any subject area, nor do they have a good chance of graduating from high school or achieving higher

education (Slavin 2008).

Research shows that utilizing technology in English as a Second Language classrooms (ESL) and Dual Language/Immersion classrooms can vastly

improve reading readiness and reading fluency in ELLs. Using technology to improve reading skills in ELLs can be especially beneficial in the elementary

classroom. Using technology in the ESL classroom can positively affect the overall high school dropout rate of ELL students; specifically that of Hispanic

students.

According to Padron (2002) information from the National Clearinghouse for

English Language Acquisition and Language Instruction indicates that the number of English Language Learners in US schools has increased by an

astounding 150% in recent years. This increase in ELLs dictates a demand for better ESL programs in our public schools. For this reason, I am

researching how technology can be useful in the English as a Second Language and Dual Language/Immersion classrooms when teaching reading

readiness and basic reading skills; specifically, how this topic pertains to students at the middle school and high school levels.

An article by Joftus and MaddoxDolan (2003) states that in the US, “roughly

6 million secondary students read far below grade level and that approximately 3,000 students drop out of U.S. high schools every day”.

There have been vast improvements in technology as it pertains to

75

education in recent years and we, as educators, need to be aware of how to

use technology to reach all of our students and increase their learning ability. Technology has been shown to dramatically increase ELLs second

language acquisition skills and reading ability.

A journal article by Constantinescu (2007) states that ELLs use their knowledge of L1 to understand and comprehend their L2 by using a “wide

variety of skills, strategies and background knowledge.” Technology can help ELLs bridge this gap between their L1 and L2, thus improving their overall

academic achievement and lowering the high school dropout rate. This article will discuss the answers pertaining to how technology can help ELLs

bridge the achievement gap. It will also demonstrate how, by bridging the gap between L1 and L2, more effective learning can take place. In addition,

we will learn how this can have an impact on the high school dropout rate, particularly that of Hispanic students.

Let’s explore these issues by using literature reviews to answer the following questions:

QUESTION 1:

How Can Technology Effectively Improve Reading Achievement In ESL/Ell Students?

Technology can effectively improve reading achievement in ESL/ELL students by offering a bridge between their first and second languages. One way

technology can have an impact on the reading achievement of ELL students is by “increasing the interest for older students while keeping the text simple

and easy to read.” (Ybarra 2003) In addition, technology can offer immediate feedback on students' performance. This increase in interest can

give older students an incentive to grow their reading skills without making them feel as though simple texts are too “young” for them. Technology has

also been shown to improve sight word recognition, fluency, vocabulary and

reading comprehension (Case, C. & Truscott, D. 1999). Utilizing technology in the ESL reading classroom can provide students with alternative ways to

learn common sight words. This can lead to an increase in vocabulary and fluency, both very important factors in reading comprehension.

By learning these specific words and consequently increasing their other

reading skills, ELLs can become better overall readers. These reading skills carry over to other areas such as science, math and social studies, allowing

for better comprehension of these core subjects and, subsequently, better success in these courses. Better understanding and success will motivate

and encourage ELLs to complete their education thus positively impacting the overall high school dropout rate.

76

Because technology lends itself to multimedia lessons and projects, students are better able to associate words with pictures and concepts, providing for

a better understanding of vocabulary and thus, better reading skills and comprehension. Equally, utilizing technology in the classroom allows for

more multilingual educational aids and lessons than those found in basic print material. In an article by Snow, Burns, and Griffin (1998), the authors

discuss research that shows that if students have a strong grasp of literary elements in their primary language, they are able to transfer those skills to

reading in English, hence the usefulness of technology.

QUESTION TWO: Which Types Of Technology Would Be Most Effective For English

Language Learners? There are many different types of technology available for use in the

classroom, some more effective than others. In the ESL classroom, one of

the most effective forms of technology for teaching reading readiness and other skills are computers and computer software (Fletcher 2011).

Computers offer an easy, fairly cost effective way (they are already found in most schools) to incorporate technology into your ESL classroom's reading

curriculum. In addition, there are a wide variety of computer programs, both free and for purchase, that can be used to promote literacy and scaffold

reading skills among ELLs. In an article by Waters (2007) he states, “Specialized ESL software is designed to help ELL students develop English

language listening, speaking, and reading skills.”

This being said, in addition to basic programs, there is a great deal of software that specifically teaches reading skills to ELLs. One of these

programs is Kurzweil 300. This software offers ELL support in the form of a picture dictionary that can be used for associating images with words in both

English and Spanish. It also offers bilingual pronunciation of words for read

text (Tassistro 2010). Another software program that can be used to enhance language acquisition for ELLs is Rosetta Stone. Lexia is still another

technology based resource that can help improve language skills (fluency, patterns, phonemic awareness) in ELL students.

In addition to computers and computer software, IPods are becoming a big

part of reading programs in ESL classrooms. An article by Demski (2011) states, “Every aspect of English language learning: reading, writing,

listening, and speaking was enriched just by having these devices in the classroom.” IPods offer ELL students the ability to practice their reading and

vocabulary skills everywhere they go (NooNoo 2012). In addition to increasing reading levels, IPods also encouraged more parental involvement

77

in ELL students' learning (Demski 2011). Providing technology such as Ipods

and laptops for student home use provides at risk students the ability to study and complete technology based assignments and projects at home. In

today's society, access to technology is a critical component in overall academic success. These steps can go a long way towards curbing the

Hispanic high school dropout (and overall dropout) rate. Students are more likely to finish school when they are given the proper means to adequately

complete their work and advance their studies.

One other form of technology that is finding an increasing place in the ESL classroom is blogging (online journaling). Blogging offers ELLs the ability to

practice reading and writing skills. According to an article by Campbell (2003), there are three kinds of blogs that are available for use in the

language classroom. These are the Tutor Blog, the Class Blog and the Learner Blog. Campbell stated that the Tutor Blog provides

students with varying reading material written by their instructor. This helps

ensure that the material is written at a level they (the student) can understand and pertains to information and ideas that interest them. The

article states that in addition to this, “a casual, natural writing style can be used by the tutor to develop learner familiarity with native language

patterns.” Campbell also discusses how blogging serves as a resource of links for self study. His article states that, “In the right and/or left margins of

the blog, permanent links can be setup and organized to aid the learner in self-study, for example links to online quizzes, English news sites, keypal

networks, audio and video files for listening practice and ESL interactive websites.”

In a separate article, Stanley (2005) discussed the ways blogs can help ELL

students with reading comprehension, vocabulary and writing skills. He stated that, “This reading can be produced by the teacher, other students in

the same class, or, in the case of comments posted to a blog, by people

from all over the world.” Stanley also said that Blogs provide a “real audience” for student writing, encouraging them to use their newly acquired

vocabulary and comprehension skills.

QUESTION THREE: What Is The Difference In Reading Readiness Between Those

Students Who Utilized Technology And Those Who Didn't? Overall, studies show that those ELLs who utilized technology for reading

instruction showed a higher level of comprehension compared to those who used traditional methods. In one article Wang (2005) states, “We can

definitely agree that technology has done a great job in helping language learning, but this is just the beginning of the age of technology enhanced

78

education. In the future, wireless networks, video conferencing and other

multimedia enhanced communication methods will be more popular in the language classroom.” According to research done by Slavin (2008),” four

programs met the criteria for moderate evidence of effectiveness. Two of these were the cooperative learning programs The Reading Edge and

Student Team Reading. READ 180, a mixed method approach that uses computers in a broader comprehensive model, also fell into this category, as

did the early CAI program, Jostens.” This study indicates that technology can, in fact, improve reading readiness and comprehension more than

traditional, text based methods. A paper published by the Association of Latino Administrators and Superintendents (2011) states, “Technology has

become a universal motivator. Use available technology resources to motivate ELLs to invest and engage in their learning.” The same article

shows that in certain districts, 60% of 5th graders who participated in technology based reading programs made significant progress and increased

their English language skills.

FINDINGS AND CONCLUSION:

All the research studied shows how technology can and does have a positive impact on the level of reading readiness and comprehension among ELLs. It

is important to remember that all students learn in different ways and that technology can appeal to a wide range of learners (Traore 2010). This

makes it possible to engage more students in the learning process, thus creating a more successful ESL reading program. In conclusion, it is

reasonable to state that more school districts should utilize technology whenever possible in their ESL curriculum. By doing so, districts will give

their ELLs a better opportunity to learn the English language and to transfer their knowledge of L1 to L2 and become better readers, in turn, giving these

students the ability to succeed in all aspects of their education.

References:

Association of Latino Administrators and Superintendents. (2011). English

Language Learners: Incorporating Technology into the Academic Achievement Strategy.

Campbell, A. (n.d.). Campbell Weblogs for Use in ESL Classrooms

(TESL/TEFL). Internet TESL Journal (For ESL/EFL Teachers). Retrieved April 9, 2012, from

http://iteslj.org/Techniques/CampbellWeblogs.html

Case, C. & Truscott, D. (1999). The lure of bells and whistles: Choosing the best software to support reading instruction. Reading and Writing Quarterly:

79

Overcoming Learning Difficulties, 15 (4), 361369

Constantinescu, A. (2007). Using Technology to Assist in Vocabulary

Acquisition and Reading Comprehension. The Internet TESL Journal, XIII, None.

Demski, J. (2011, May 2). ELL to Go THE Journal. THE Journal: Technological

Horizons in Education THE Journal. Retrieved April 9, 2012, from http://thejournal.com/articles/2011/05/02/elltogo.aspx?sc_lang=en.

http://iteslj.org/Articles/Constantinescu-Vocabulary.html

Fletcher, J. (2011, November 8). Teacher Training Should Start Before iPad Deployment THE Journal. THE Journal: Technological Horizons in Education

THE Journal. Retrieved April 9, 2012, from http://thejournal.com/articles/2011/11/08/teacher-training-should-start-

before-ipad-deployment.aspx

Joftus, S., & MaddoxDolan, B. (2003, April). Left out and left behind: NCLB

and the American high school. Washington, DC: Alliance for Excellent Education. Reading Research Quarterly.

Noonoo, S. (2012, March 7). At One School, iPods Help Improve Reading

Scores THE Journal. THE Journal: Technological Horizons in Education THE Journal. Retrieved April 9, 2012, from

http://thejournal.com/articles/2012/03/07/ipod-audiobooks-help-improve-reading-scores.aspx

Padron, Y. (2002). Educating Hispanic Students: Obstacles and Avenues to

Improved Academic Achievement. Educational Practice. Washington DC: Center for Applied Linguistics.

Slavin, R. (2008). Effective Reading Programs for Middle and High Schools: A Best Evidence Synthesis. Reading Research Quarterly, 43, 290322.

Snow, C., Burns, S., & Griffin, P. (Eds.). (1998). Preventing Reading

Difficulties in Young Children. Washington, DC: National Academy Press.

Tassistro, E. (2010, August 3). Kurzweil 3000 Expands Content Sources, ELL Support THE Journal. THE Journal: Technological Horizons in Education THE

Journal. Retrieved April 9, 2012, from http://thejournal.com/articles/2010/08/03/kurzweil-3000-expands-content-

sources-ell-support.aspx

80

Traore, M., & Kyei Blankson, L. (2010, November). Using Literature and Multiple Technologies in ESL Instruction. Ed/ITLib Digital Library. Retrieved

February 27, 2012, from http://www.editlib.org/p/35485

Wang. (2005, May 1). The Advantages of Using Technology in Second

Language Education THE Journal. THE Journal: Technological Horizons in Education THE Journal. Retrieved April 9, 2012, from

http://thejournal.com/articles/2005/05/01/the-advantages-of-using-technology-in-second-language-education.aspx

Waters, J. (n.d.). ESL Technologies: The Universal Language. THE Journal.

Retrieved April 9, 2012, from http://thejournal.com/articles/2007/01/01/esl-technologies--the-universal-

language.aspx

Ybarra, R. (n.d.). Ybarra & Green Using Technology to Help ESL/EFL

Students Develop Language Skills (TESL/TEFL). Internet TESL Journal (For ESL/EFL Teachers). Retrieved April 9, 2012, from

http://iteslj.org/Articles/Ybarra-Technology.html

81

Please also look for the special interest group’s podcast,

also titled Literacy Special Interest

The podcast and show notes are available at

http://literacyspecialinterest.blogspot.com and at ISTE Casts the trusted voice in EdTech

http://iste.libsyn.com/

Episode #8: Non-Fiction Books and Literacy Learning

Featuring Host, Mark Gura’s Interview with Young Person’s Author, Vicki Cobb

http://literacyspecialinterest.blogspot.com/2013/08/non-fiction-books-and-literacy-

learning.html

Episode #7: Robotics and Literacy Learning - STEM and English Language

Arts Connected

http://literacyspecialinterest.blogspot.com/2013/07/episode-7-robotics-and-

literacy.html

Special Episode: Professor Garfield, a Rich Source of Powerful, FREE

Instructional Resources - OR - How to “Garfieldize” Your Classroom!

Featuring an interview with Madelyn Ferris, who, on behalf of the Professor Garfield

Foundation, introduces the wonderful Professor Garfield online resource for teachers

and learners.

http://literacyspecialinterest.blogspot.com/2013/06/special-episode-professor-

garfield-rich.html

Episode #5: Classroom Blogging… For Real... Finally!

Featuring an in-depth interview with Jeff Piontek, author of Blogs, Wikis, and

Podcasts, Oh My! Electronic Media in the Classroom

http://literacyspecialinterest.blogspot.com/2012/11/episode-5-classroom-blogging-

for-real_2056.html

Episode #4: The Drama of Literacy Learning

Featuring an interview with Scholastic author Mack Lewis

http://literacyspecialinterest.blogspot.com/2012/05/featuring-host-mark-guras-

interview.html

Episode #3: Every Kid Should Write and Publish!

Featuring an interview with education author and speaker, Bernard Percy

82

http://literacyspecialinterest.blogspot.com/2012/04/episode-3-every-kid-should-

write-and.html

Episode #2: “Author Study for the Connected Classroom”

Featuring an exclusive interview with T.A. Barron, author of The Lost Years of Merlin.

http://literacyspecialinterest.blogspot.com/2012/02/literacy-special-interest-episode-

2.html

Episode #1… “A Keeping Quilt for Literacy Education”

Featuring an exclusive interview with author, Patricia Polacco

http://literacyspecialinterest.blogspot.com/2011/11/episode-1-notes-literacy-

special.html

83

LITERACY SPECIAL INTEREST

Journal of the

LITERACY SPECIAL INTEREST GROUP OF ISTE

International Society for Technology in Education

Sprint 2014

V1 N2